smsc at st. simon stock catholic school. · smsc in art at st simon stock catholic school. the art...

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SMSC at St. Simon Stock Catholic School. MISSION STATEMENT Labora cum Amore Work with Love St. Simon Stock is a School guided by Gospel values and our Catholic tradition. We are a learning community. We seek to be inspired and enabled to reach the highest standards of excellence whilst valuing others and being valued by others. We aim to help each person achieve their full potential by using their gifts to lead an adult life of service to others. SMSC is central to the ethos and curriculum at St Simon Stock Catholic School. Years 7-13 receive specialist Religious Education and Personal, Development and Wellbeing lessons as part of the compulsory curriculum. We have a House and vertical tutor system to encourage and facilitate integration and understanding between year groups. Citizenship and British Values are covered in daily form time sessions and our excellent enrichment and careers programme including regular ‘off-timetable’ days means that all years have opportunities to explore a variety of experiences. Our community links are excellent including supporting national and local charities and organisations. Students take an active role in and help to organise fundraising and other events including drama, Duke of Edinburgh scheme and music. We have an ‘Able and Ambitious’ programme that regularly promotes competitions, challenges and opportunities for all our students. We also have a yearly celebration of our students through our ‘Pride of Stocky’ awards; an opportunity for the school to come together to recognise our spiritual achievers, carers, friendships etc. These subject guides give examples of SMSC across our curriculum.

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SMSC at St Simon Stock Catholic School

MISSION STATEMENT

Labora cum Amore

Work with Love

St Simon Stock is a School guided by Gospel values and our

Catholic tradition We are a learning community We seek to be

inspired and enabled to reach the highest standards of excellence

whilst valuing others and being valued by others We aim to help

each person achieve their full potential by using their gifts to lead

an adult life of service to others

SMSC is central to the ethos and curriculum at St Simon Stock Catholic School Years

7-13 receive specialist Religious Education and Personal Development and Wellbeing

lessons as part of the compulsory curriculum

We have a House and vertical tutor system to encourage and facilitate integration and

understanding between year groups

Citizenship and British Values are covered in daily form time sessions and our excellent

enrichment and careers programme including regular lsquooff-timetablersquo days means that

all years have opportunities to explore a variety of experiences Our community links

are excellent including supporting national and local charities and organisations

Students take an active role in and help to organise fundraising and other events

including drama Duke of Edinburgh scheme and music We have an lsquoAble and

Ambitiousrsquo programme that regularly promotes competitions challenges and

opportunities for all our students We also have a yearly celebration of our students

through our lsquoPride of Stockyrsquo awards an opportunity for the school to come together to

recognise our spiritual achievers carers friendships etc

These subject guides give examples of SMSC across our curriculum

SMSC in Art at St Simon Stock Catholic School The Art Department engages with a wide range of Spiritual Moral Cultural and Social studies Students will analyse engage with and question their own and others work identify how beliefs values and meanings are expressed and shared Students are encouraged to express themselves through their art which is supported by strong research into the wider world around them This is reinforced by visits to museums and galleries where experience and research is used to develop projects in the Art rooms The department undertakes a number of extra-curricular activities that enhance the studentsrsquo experience of the fine and applied arts and their context in the world

Spiritual Development in Art

Looking at the Artists Roualt Chagall Piper Perry etc

The Art and Design course is dependent on the studentsrsquo ability to enquire

and communicate their ideas meanings and feelings Students will investigate visual tactile and other sensory qualities of their own and others work We encourage independent thinking that will enable students to develop their ideas and intentions and express these in an appropriate manner

KS3

We concentrate on building confidence through developing skills

We bring the seasons into the Art room and use inspiration from nature

Recent work has looked at Conflict and Freedom The World Around Us

Advent Christmas card competition ndash artwork used for Carol Service booklets and then on exhibition at St Francis Catholic Church

Aylesford Priory year 7 retreat ndashArt workshop

AA

KS4

Schemes of work are designed to show progression to enhance self-worth

All outcomes are encouraged to show individuality that is purposeful and meaningful

Students are encouraged to explore their own ideas and meaning in order to promote self-identityIndependent reflections on own work through self-evaluations

Giving students the chance to reflect on nature their environment and surroundings through a natural form project

lsquoRitualrsquo is one of this years topics students will consider religion and belief through Art

Year 1213

Students are taught to experiment and trust in their own judgements throughout art and design by being given the option of resources and

equipment and the freedom to use different media together to improve their creative responses and express personal opinion and feelings Year 13 have worked on using colour to create atmosphere Recent projects include working with a local Medical Centre to design a stained glass window for a small private room within the surgery where difficult conversations are held with patients

Moral Development in Art

Students are encouraged to look at work that will often pose a moral question The studentrsquos outcomes are supported with a rationale or a meaning that will often convey a message

KS3

Recent work The graffiti debate Art or Vandalis

lsquoGuernicarsquo by Picasso looking at the atrocities of war

Cross curricular project for Holocaust Memorial day working with year 7 on a large scale installation

The World Around Us project looks closely at the world in which we live and our influence upon it

Ypres trip to the War Graves with History ceramic leaves were made to symbolise the fallen This is an ongoing project

Photography competition linked to Ypres trip

Team and group work ndash sharing ideas and working together on ideas and concepts

KS4

Students explore aesthetics All students are taught to understand and read an art work in order to relate to a concept or idea that conveys a meaning

Students are required to give an opinion on others work with justification for their views

Recent prolonged work supported by research and reference in journals Growth and Decay Identity

KS5

Opportunities for sixth form to select their own issues to research and represent through their art work such as domestic abuse and war

Social Development in Art

Studentsrsquo work is celebrated throughout the school with artwork made by the students used in permanent and non- permanent display Students work independently and collaboratively to develop public and community artworks that express relationships between the students and local community

Students discuss artists and artwork encouraging and developing communication skills This happens across year groups as a natural part of creative work

There are extensive displays of student art work in the Art department and around the school and every whole school event is an opportunity to display artwork

The world of work and career possibilities are on display in the Art room

Recent work

Maidstone Fringe Festival- an exhibition of A level Art and Photography in a local Arts and Music venue

Maidstone Carnival where year 9 and 11 students designed and made costumes for a parade through the town were excellent opportunities to engage with the community

All year groups give regular peer feedback and assessment

Group presentations and critiques in year 11 and sixth form encourage communication and peer feedback

Students are taught to give and receive positive criticism in order to inform ideas and decisions about their work

St Francis Catholic Primary School liason- Art Technician visited for an Art workshop where reception class experienced clay for the first time

The school website shows the gallery of work produced in the Art department

Regular exhibitions of student work are held in school and also in local feeder schools and in the Parish Churches

Cultural Development in Art

Students develop their knowledge and understanding of artistrsquos ideas and concepts identifying how meanings are conveyed Students will be exposed to a wide variety of cultures beliefs and religions Through their investigations they will research and explore the religious and non-religious beliefs adopted by a variety of cultures from around the world

Regular articles in the school newsletter celebrate achievement in Art and Photography

KS3

Recent work has included American Indian African and Inuit cultures

KS4

Recent work has included Urban Art Japanese print East European pattern the Folkestone Triennial

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Downton Exhibition is entered each year giving students the opportunity to have their work chosen for a prestigious event

Year1213

Students are required to research widely into the topics presented Journals underpin practical work with extensive studies into Western non ndash Western historical and contemporary Art and Design and then develop their own work after experiencing the work of this range of creative knowledge

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Visits to international and local galleries influence and inform creative work

Students are encouraged to experiment with a variety of traditional and non-traditional art materials and processes

Latest News

27th Jan Holocaust Remembrance Day- enrichment activities 2D and 3D installation

25th March Barcelona Trip-Art and Photography

Easter- Art work to be produced by KS3 for St Francis Parish

Permanent exhibition space negotiated with the Parish Church

St Francis Catholic Primary School liason

Heart of Kent Hospice- We have been approached to provide artwork for the Hospice and this will be

written into schemes of work for KS3 in term 5

Vine Medical Centre ndash 12 pieces of artwork from St Simon Stock is provided for the practice in June and

December

Subject Business

Topic How does it impact SMSC

Year 910 and

11

Ethics

Environment

Ethical Businesses ndash

Is an Ethical base a necessary evil in business

(Moral Spiritual Social)

Legislate for Ethical behaviour

(Moral Spiritual Social and Cultural)

Local National European and Global impact of

ethical behaviour in business

(Moral and Cultural)

Growth of Fair Trade ndash costs and benefits

(Moral Social and Cultural)

Moral responsibilities of business eg Equal Pay

and Minimum Wage

(Moral Spiritual Social and Cultural)

Unemployment ndash causes effects remedies and

politicalsocial attitudes

(Moral Spiritual Social and Cultural)

Mobility of labour and its social and economic

consequences

(Social and Cultural)

Consumer and Employment Legislation

(Spiritual Moral and Social)

Global Trend to eco-friendly products and services

(Moral Social and Cultural)

Legislation for Green policies and principles

(Spiritual Moral and Social)

Social benefits and costs of renewable

productsservices

(Moral Social and Cultural)

Local National European and Global impact of

Ethical behavior in business

(Cultural)

Year 12 amp 13

As per Yr 9

Plus new requirements

as per the new GCE

starting in September

2015

Corporate Social Responsibility (CSR)

Impact and relevance to all stakeholders

(Social Moral Cultural)

Extra-Curricular

Integrated in AS and A2 examinations are pre-seen case studies based on real businesses The

morality of the actions of these businesses are debated and evaluated as to short and long-

term effects

Current business news from reliable sources is a key component of each course re The impact

on society All year groups analyse business developments and are tasked to provide personal

evaluations and opinions of the repercussions upon society

Subject Duke of Edinburgh Award

Current Year

1112

With a view

to all Year

10 starting

in

September

2015

There are

currently 28

students

actively

persuing

this award

SSSCS uses

edofe which

is an online

forum

One student

raised

pound76400 for

the British

Heart

Foundation

riding the

London to

Brighton

race in

memory of

the Head of

RE

Matthew

Lewis

Topic

Volunteering

Skills

Physical

Expedition

Students at

SSSCS are being

awarded

sectional

certificates as

they complete a

section

The Duke of Edinburgh Award makes a difference to other peoplersquos

lives and the community It allows young people to be fitter

healthier make new friends and gain skills for life

The Award develops skills and confidence and is an Award valued

by colleges universities and employers

Spiritual

Respect enjoyment reflection

Moral

Understanding the consequences of their actions

Being independent and responsible

Social

Use social skills in different contexts

Willingness to participate in a variety of activities

Co-operating with others

Cultural

Participating in activities in the wider community eg artistic

musical sporting

(students at SSSCS have partaken in cooking lessons badminton

volunteering at church teaching swimming etc)

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

SMSC in Art at St Simon Stock Catholic School The Art Department engages with a wide range of Spiritual Moral Cultural and Social studies Students will analyse engage with and question their own and others work identify how beliefs values and meanings are expressed and shared Students are encouraged to express themselves through their art which is supported by strong research into the wider world around them This is reinforced by visits to museums and galleries where experience and research is used to develop projects in the Art rooms The department undertakes a number of extra-curricular activities that enhance the studentsrsquo experience of the fine and applied arts and their context in the world

Spiritual Development in Art

Looking at the Artists Roualt Chagall Piper Perry etc

The Art and Design course is dependent on the studentsrsquo ability to enquire

and communicate their ideas meanings and feelings Students will investigate visual tactile and other sensory qualities of their own and others work We encourage independent thinking that will enable students to develop their ideas and intentions and express these in an appropriate manner

KS3

We concentrate on building confidence through developing skills

We bring the seasons into the Art room and use inspiration from nature

Recent work has looked at Conflict and Freedom The World Around Us

Advent Christmas card competition ndash artwork used for Carol Service booklets and then on exhibition at St Francis Catholic Church

Aylesford Priory year 7 retreat ndashArt workshop

AA

KS4

Schemes of work are designed to show progression to enhance self-worth

All outcomes are encouraged to show individuality that is purposeful and meaningful

Students are encouraged to explore their own ideas and meaning in order to promote self-identityIndependent reflections on own work through self-evaluations

Giving students the chance to reflect on nature their environment and surroundings through a natural form project

lsquoRitualrsquo is one of this years topics students will consider religion and belief through Art

Year 1213

Students are taught to experiment and trust in their own judgements throughout art and design by being given the option of resources and

equipment and the freedom to use different media together to improve their creative responses and express personal opinion and feelings Year 13 have worked on using colour to create atmosphere Recent projects include working with a local Medical Centre to design a stained glass window for a small private room within the surgery where difficult conversations are held with patients

Moral Development in Art

Students are encouraged to look at work that will often pose a moral question The studentrsquos outcomes are supported with a rationale or a meaning that will often convey a message

KS3

Recent work The graffiti debate Art or Vandalis

lsquoGuernicarsquo by Picasso looking at the atrocities of war

Cross curricular project for Holocaust Memorial day working with year 7 on a large scale installation

The World Around Us project looks closely at the world in which we live and our influence upon it

Ypres trip to the War Graves with History ceramic leaves were made to symbolise the fallen This is an ongoing project

Photography competition linked to Ypres trip

Team and group work ndash sharing ideas and working together on ideas and concepts

KS4

Students explore aesthetics All students are taught to understand and read an art work in order to relate to a concept or idea that conveys a meaning

Students are required to give an opinion on others work with justification for their views

Recent prolonged work supported by research and reference in journals Growth and Decay Identity

KS5

Opportunities for sixth form to select their own issues to research and represent through their art work such as domestic abuse and war

Social Development in Art

Studentsrsquo work is celebrated throughout the school with artwork made by the students used in permanent and non- permanent display Students work independently and collaboratively to develop public and community artworks that express relationships between the students and local community

Students discuss artists and artwork encouraging and developing communication skills This happens across year groups as a natural part of creative work

There are extensive displays of student art work in the Art department and around the school and every whole school event is an opportunity to display artwork

The world of work and career possibilities are on display in the Art room

Recent work

Maidstone Fringe Festival- an exhibition of A level Art and Photography in a local Arts and Music venue

Maidstone Carnival where year 9 and 11 students designed and made costumes for a parade through the town were excellent opportunities to engage with the community

All year groups give regular peer feedback and assessment

Group presentations and critiques in year 11 and sixth form encourage communication and peer feedback

Students are taught to give and receive positive criticism in order to inform ideas and decisions about their work

St Francis Catholic Primary School liason- Art Technician visited for an Art workshop where reception class experienced clay for the first time

The school website shows the gallery of work produced in the Art department

Regular exhibitions of student work are held in school and also in local feeder schools and in the Parish Churches

Cultural Development in Art

Students develop their knowledge and understanding of artistrsquos ideas and concepts identifying how meanings are conveyed Students will be exposed to a wide variety of cultures beliefs and religions Through their investigations they will research and explore the religious and non-religious beliefs adopted by a variety of cultures from around the world

Regular articles in the school newsletter celebrate achievement in Art and Photography

KS3

Recent work has included American Indian African and Inuit cultures

KS4

Recent work has included Urban Art Japanese print East European pattern the Folkestone Triennial

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Downton Exhibition is entered each year giving students the opportunity to have their work chosen for a prestigious event

Year1213

Students are required to research widely into the topics presented Journals underpin practical work with extensive studies into Western non ndash Western historical and contemporary Art and Design and then develop their own work after experiencing the work of this range of creative knowledge

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Visits to international and local galleries influence and inform creative work

Students are encouraged to experiment with a variety of traditional and non-traditional art materials and processes

Latest News

27th Jan Holocaust Remembrance Day- enrichment activities 2D and 3D installation

25th March Barcelona Trip-Art and Photography

Easter- Art work to be produced by KS3 for St Francis Parish

Permanent exhibition space negotiated with the Parish Church

St Francis Catholic Primary School liason

Heart of Kent Hospice- We have been approached to provide artwork for the Hospice and this will be

written into schemes of work for KS3 in term 5

Vine Medical Centre ndash 12 pieces of artwork from St Simon Stock is provided for the practice in June and

December

Subject Business

Topic How does it impact SMSC

Year 910 and

11

Ethics

Environment

Ethical Businesses ndash

Is an Ethical base a necessary evil in business

(Moral Spiritual Social)

Legislate for Ethical behaviour

(Moral Spiritual Social and Cultural)

Local National European and Global impact of

ethical behaviour in business

(Moral and Cultural)

Growth of Fair Trade ndash costs and benefits

(Moral Social and Cultural)

Moral responsibilities of business eg Equal Pay

and Minimum Wage

(Moral Spiritual Social and Cultural)

Unemployment ndash causes effects remedies and

politicalsocial attitudes

(Moral Spiritual Social and Cultural)

Mobility of labour and its social and economic

consequences

(Social and Cultural)

Consumer and Employment Legislation

(Spiritual Moral and Social)

Global Trend to eco-friendly products and services

(Moral Social and Cultural)

Legislation for Green policies and principles

(Spiritual Moral and Social)

Social benefits and costs of renewable

productsservices

(Moral Social and Cultural)

Local National European and Global impact of

Ethical behavior in business

(Cultural)

Year 12 amp 13

As per Yr 9

Plus new requirements

as per the new GCE

starting in September

2015

Corporate Social Responsibility (CSR)

Impact and relevance to all stakeholders

(Social Moral Cultural)

Extra-Curricular

Integrated in AS and A2 examinations are pre-seen case studies based on real businesses The

morality of the actions of these businesses are debated and evaluated as to short and long-

term effects

Current business news from reliable sources is a key component of each course re The impact

on society All year groups analyse business developments and are tasked to provide personal

evaluations and opinions of the repercussions upon society

Subject Duke of Edinburgh Award

Current Year

1112

With a view

to all Year

10 starting

in

September

2015

There are

currently 28

students

actively

persuing

this award

SSSCS uses

edofe which

is an online

forum

One student

raised

pound76400 for

the British

Heart

Foundation

riding the

London to

Brighton

race in

memory of

the Head of

RE

Matthew

Lewis

Topic

Volunteering

Skills

Physical

Expedition

Students at

SSSCS are being

awarded

sectional

certificates as

they complete a

section

The Duke of Edinburgh Award makes a difference to other peoplersquos

lives and the community It allows young people to be fitter

healthier make new friends and gain skills for life

The Award develops skills and confidence and is an Award valued

by colleges universities and employers

Spiritual

Respect enjoyment reflection

Moral

Understanding the consequences of their actions

Being independent and responsible

Social

Use social skills in different contexts

Willingness to participate in a variety of activities

Co-operating with others

Cultural

Participating in activities in the wider community eg artistic

musical sporting

(students at SSSCS have partaken in cooking lessons badminton

volunteering at church teaching swimming etc)

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Year 1213

Students are taught to experiment and trust in their own judgements throughout art and design by being given the option of resources and

equipment and the freedom to use different media together to improve their creative responses and express personal opinion and feelings Year 13 have worked on using colour to create atmosphere Recent projects include working with a local Medical Centre to design a stained glass window for a small private room within the surgery where difficult conversations are held with patients

Moral Development in Art

Students are encouraged to look at work that will often pose a moral question The studentrsquos outcomes are supported with a rationale or a meaning that will often convey a message

KS3

Recent work The graffiti debate Art or Vandalis

lsquoGuernicarsquo by Picasso looking at the atrocities of war

Cross curricular project for Holocaust Memorial day working with year 7 on a large scale installation

The World Around Us project looks closely at the world in which we live and our influence upon it

Ypres trip to the War Graves with History ceramic leaves were made to symbolise the fallen This is an ongoing project

Photography competition linked to Ypres trip

Team and group work ndash sharing ideas and working together on ideas and concepts

KS4

Students explore aesthetics All students are taught to understand and read an art work in order to relate to a concept or idea that conveys a meaning

Students are required to give an opinion on others work with justification for their views

Recent prolonged work supported by research and reference in journals Growth and Decay Identity

KS5

Opportunities for sixth form to select their own issues to research and represent through their art work such as domestic abuse and war

Social Development in Art

Studentsrsquo work is celebrated throughout the school with artwork made by the students used in permanent and non- permanent display Students work independently and collaboratively to develop public and community artworks that express relationships between the students and local community

Students discuss artists and artwork encouraging and developing communication skills This happens across year groups as a natural part of creative work

There are extensive displays of student art work in the Art department and around the school and every whole school event is an opportunity to display artwork

The world of work and career possibilities are on display in the Art room

Recent work

Maidstone Fringe Festival- an exhibition of A level Art and Photography in a local Arts and Music venue

Maidstone Carnival where year 9 and 11 students designed and made costumes for a parade through the town were excellent opportunities to engage with the community

All year groups give regular peer feedback and assessment

Group presentations and critiques in year 11 and sixth form encourage communication and peer feedback

Students are taught to give and receive positive criticism in order to inform ideas and decisions about their work

St Francis Catholic Primary School liason- Art Technician visited for an Art workshop where reception class experienced clay for the first time

The school website shows the gallery of work produced in the Art department

Regular exhibitions of student work are held in school and also in local feeder schools and in the Parish Churches

Cultural Development in Art

Students develop their knowledge and understanding of artistrsquos ideas and concepts identifying how meanings are conveyed Students will be exposed to a wide variety of cultures beliefs and religions Through their investigations they will research and explore the religious and non-religious beliefs adopted by a variety of cultures from around the world

Regular articles in the school newsletter celebrate achievement in Art and Photography

KS3

Recent work has included American Indian African and Inuit cultures

KS4

Recent work has included Urban Art Japanese print East European pattern the Folkestone Triennial

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Downton Exhibition is entered each year giving students the opportunity to have their work chosen for a prestigious event

Year1213

Students are required to research widely into the topics presented Journals underpin practical work with extensive studies into Western non ndash Western historical and contemporary Art and Design and then develop their own work after experiencing the work of this range of creative knowledge

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Visits to international and local galleries influence and inform creative work

Students are encouraged to experiment with a variety of traditional and non-traditional art materials and processes

Latest News

27th Jan Holocaust Remembrance Day- enrichment activities 2D and 3D installation

25th March Barcelona Trip-Art and Photography

Easter- Art work to be produced by KS3 for St Francis Parish

Permanent exhibition space negotiated with the Parish Church

St Francis Catholic Primary School liason

Heart of Kent Hospice- We have been approached to provide artwork for the Hospice and this will be

written into schemes of work for KS3 in term 5

Vine Medical Centre ndash 12 pieces of artwork from St Simon Stock is provided for the practice in June and

December

Subject Business

Topic How does it impact SMSC

Year 910 and

11

Ethics

Environment

Ethical Businesses ndash

Is an Ethical base a necessary evil in business

(Moral Spiritual Social)

Legislate for Ethical behaviour

(Moral Spiritual Social and Cultural)

Local National European and Global impact of

ethical behaviour in business

(Moral and Cultural)

Growth of Fair Trade ndash costs and benefits

(Moral Social and Cultural)

Moral responsibilities of business eg Equal Pay

and Minimum Wage

(Moral Spiritual Social and Cultural)

Unemployment ndash causes effects remedies and

politicalsocial attitudes

(Moral Spiritual Social and Cultural)

Mobility of labour and its social and economic

consequences

(Social and Cultural)

Consumer and Employment Legislation

(Spiritual Moral and Social)

Global Trend to eco-friendly products and services

(Moral Social and Cultural)

Legislation for Green policies and principles

(Spiritual Moral and Social)

Social benefits and costs of renewable

productsservices

(Moral Social and Cultural)

Local National European and Global impact of

Ethical behavior in business

(Cultural)

Year 12 amp 13

As per Yr 9

Plus new requirements

as per the new GCE

starting in September

2015

Corporate Social Responsibility (CSR)

Impact and relevance to all stakeholders

(Social Moral Cultural)

Extra-Curricular

Integrated in AS and A2 examinations are pre-seen case studies based on real businesses The

morality of the actions of these businesses are debated and evaluated as to short and long-

term effects

Current business news from reliable sources is a key component of each course re The impact

on society All year groups analyse business developments and are tasked to provide personal

evaluations and opinions of the repercussions upon society

Subject Duke of Edinburgh Award

Current Year

1112

With a view

to all Year

10 starting

in

September

2015

There are

currently 28

students

actively

persuing

this award

SSSCS uses

edofe which

is an online

forum

One student

raised

pound76400 for

the British

Heart

Foundation

riding the

London to

Brighton

race in

memory of

the Head of

RE

Matthew

Lewis

Topic

Volunteering

Skills

Physical

Expedition

Students at

SSSCS are being

awarded

sectional

certificates as

they complete a

section

The Duke of Edinburgh Award makes a difference to other peoplersquos

lives and the community It allows young people to be fitter

healthier make new friends and gain skills for life

The Award develops skills and confidence and is an Award valued

by colleges universities and employers

Spiritual

Respect enjoyment reflection

Moral

Understanding the consequences of their actions

Being independent and responsible

Social

Use social skills in different contexts

Willingness to participate in a variety of activities

Co-operating with others

Cultural

Participating in activities in the wider community eg artistic

musical sporting

(students at SSSCS have partaken in cooking lessons badminton

volunteering at church teaching swimming etc)

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Social Development in Art

Studentsrsquo work is celebrated throughout the school with artwork made by the students used in permanent and non- permanent display Students work independently and collaboratively to develop public and community artworks that express relationships between the students and local community

Students discuss artists and artwork encouraging and developing communication skills This happens across year groups as a natural part of creative work

There are extensive displays of student art work in the Art department and around the school and every whole school event is an opportunity to display artwork

The world of work and career possibilities are on display in the Art room

Recent work

Maidstone Fringe Festival- an exhibition of A level Art and Photography in a local Arts and Music venue

Maidstone Carnival where year 9 and 11 students designed and made costumes for a parade through the town were excellent opportunities to engage with the community

All year groups give regular peer feedback and assessment

Group presentations and critiques in year 11 and sixth form encourage communication and peer feedback

Students are taught to give and receive positive criticism in order to inform ideas and decisions about their work

St Francis Catholic Primary School liason- Art Technician visited for an Art workshop where reception class experienced clay for the first time

The school website shows the gallery of work produced in the Art department

Regular exhibitions of student work are held in school and also in local feeder schools and in the Parish Churches

Cultural Development in Art

Students develop their knowledge and understanding of artistrsquos ideas and concepts identifying how meanings are conveyed Students will be exposed to a wide variety of cultures beliefs and religions Through their investigations they will research and explore the religious and non-religious beliefs adopted by a variety of cultures from around the world

Regular articles in the school newsletter celebrate achievement in Art and Photography

KS3

Recent work has included American Indian African and Inuit cultures

KS4

Recent work has included Urban Art Japanese print East European pattern the Folkestone Triennial

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Downton Exhibition is entered each year giving students the opportunity to have their work chosen for a prestigious event

Year1213

Students are required to research widely into the topics presented Journals underpin practical work with extensive studies into Western non ndash Western historical and contemporary Art and Design and then develop their own work after experiencing the work of this range of creative knowledge

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Visits to international and local galleries influence and inform creative work

Students are encouraged to experiment with a variety of traditional and non-traditional art materials and processes

Latest News

27th Jan Holocaust Remembrance Day- enrichment activities 2D and 3D installation

25th March Barcelona Trip-Art and Photography

Easter- Art work to be produced by KS3 for St Francis Parish

Permanent exhibition space negotiated with the Parish Church

St Francis Catholic Primary School liason

Heart of Kent Hospice- We have been approached to provide artwork for the Hospice and this will be

written into schemes of work for KS3 in term 5

Vine Medical Centre ndash 12 pieces of artwork from St Simon Stock is provided for the practice in June and

December

Subject Business

Topic How does it impact SMSC

Year 910 and

11

Ethics

Environment

Ethical Businesses ndash

Is an Ethical base a necessary evil in business

(Moral Spiritual Social)

Legislate for Ethical behaviour

(Moral Spiritual Social and Cultural)

Local National European and Global impact of

ethical behaviour in business

(Moral and Cultural)

Growth of Fair Trade ndash costs and benefits

(Moral Social and Cultural)

Moral responsibilities of business eg Equal Pay

and Minimum Wage

(Moral Spiritual Social and Cultural)

Unemployment ndash causes effects remedies and

politicalsocial attitudes

(Moral Spiritual Social and Cultural)

Mobility of labour and its social and economic

consequences

(Social and Cultural)

Consumer and Employment Legislation

(Spiritual Moral and Social)

Global Trend to eco-friendly products and services

(Moral Social and Cultural)

Legislation for Green policies and principles

(Spiritual Moral and Social)

Social benefits and costs of renewable

productsservices

(Moral Social and Cultural)

Local National European and Global impact of

Ethical behavior in business

(Cultural)

Year 12 amp 13

As per Yr 9

Plus new requirements

as per the new GCE

starting in September

2015

Corporate Social Responsibility (CSR)

Impact and relevance to all stakeholders

(Social Moral Cultural)

Extra-Curricular

Integrated in AS and A2 examinations are pre-seen case studies based on real businesses The

morality of the actions of these businesses are debated and evaluated as to short and long-

term effects

Current business news from reliable sources is a key component of each course re The impact

on society All year groups analyse business developments and are tasked to provide personal

evaluations and opinions of the repercussions upon society

Subject Duke of Edinburgh Award

Current Year

1112

With a view

to all Year

10 starting

in

September

2015

There are

currently 28

students

actively

persuing

this award

SSSCS uses

edofe which

is an online

forum

One student

raised

pound76400 for

the British

Heart

Foundation

riding the

London to

Brighton

race in

memory of

the Head of

RE

Matthew

Lewis

Topic

Volunteering

Skills

Physical

Expedition

Students at

SSSCS are being

awarded

sectional

certificates as

they complete a

section

The Duke of Edinburgh Award makes a difference to other peoplersquos

lives and the community It allows young people to be fitter

healthier make new friends and gain skills for life

The Award develops skills and confidence and is an Award valued

by colleges universities and employers

Spiritual

Respect enjoyment reflection

Moral

Understanding the consequences of their actions

Being independent and responsible

Social

Use social skills in different contexts

Willingness to participate in a variety of activities

Co-operating with others

Cultural

Participating in activities in the wider community eg artistic

musical sporting

(students at SSSCS have partaken in cooking lessons badminton

volunteering at church teaching swimming etc)

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Downton Exhibition is entered each year giving students the opportunity to have their work chosen for a prestigious event

Year1213

Students are required to research widely into the topics presented Journals underpin practical work with extensive studies into Western non ndash Western historical and contemporary Art and Design and then develop their own work after experiencing the work of this range of creative knowledge

Barcelona trip with MFL ndash Picasso Museum la Grada Familia

Visits to international and local galleries influence and inform creative work

Students are encouraged to experiment with a variety of traditional and non-traditional art materials and processes

Latest News

27th Jan Holocaust Remembrance Day- enrichment activities 2D and 3D installation

25th March Barcelona Trip-Art and Photography

Easter- Art work to be produced by KS3 for St Francis Parish

Permanent exhibition space negotiated with the Parish Church

St Francis Catholic Primary School liason

Heart of Kent Hospice- We have been approached to provide artwork for the Hospice and this will be

written into schemes of work for KS3 in term 5

Vine Medical Centre ndash 12 pieces of artwork from St Simon Stock is provided for the practice in June and

December

Subject Business

Topic How does it impact SMSC

Year 910 and

11

Ethics

Environment

Ethical Businesses ndash

Is an Ethical base a necessary evil in business

(Moral Spiritual Social)

Legislate for Ethical behaviour

(Moral Spiritual Social and Cultural)

Local National European and Global impact of

ethical behaviour in business

(Moral and Cultural)

Growth of Fair Trade ndash costs and benefits

(Moral Social and Cultural)

Moral responsibilities of business eg Equal Pay

and Minimum Wage

(Moral Spiritual Social and Cultural)

Unemployment ndash causes effects remedies and

politicalsocial attitudes

(Moral Spiritual Social and Cultural)

Mobility of labour and its social and economic

consequences

(Social and Cultural)

Consumer and Employment Legislation

(Spiritual Moral and Social)

Global Trend to eco-friendly products and services

(Moral Social and Cultural)

Legislation for Green policies and principles

(Spiritual Moral and Social)

Social benefits and costs of renewable

productsservices

(Moral Social and Cultural)

Local National European and Global impact of

Ethical behavior in business

(Cultural)

Year 12 amp 13

As per Yr 9

Plus new requirements

as per the new GCE

starting in September

2015

Corporate Social Responsibility (CSR)

Impact and relevance to all stakeholders

(Social Moral Cultural)

Extra-Curricular

Integrated in AS and A2 examinations are pre-seen case studies based on real businesses The

morality of the actions of these businesses are debated and evaluated as to short and long-

term effects

Current business news from reliable sources is a key component of each course re The impact

on society All year groups analyse business developments and are tasked to provide personal

evaluations and opinions of the repercussions upon society

Subject Duke of Edinburgh Award

Current Year

1112

With a view

to all Year

10 starting

in

September

2015

There are

currently 28

students

actively

persuing

this award

SSSCS uses

edofe which

is an online

forum

One student

raised

pound76400 for

the British

Heart

Foundation

riding the

London to

Brighton

race in

memory of

the Head of

RE

Matthew

Lewis

Topic

Volunteering

Skills

Physical

Expedition

Students at

SSSCS are being

awarded

sectional

certificates as

they complete a

section

The Duke of Edinburgh Award makes a difference to other peoplersquos

lives and the community It allows young people to be fitter

healthier make new friends and gain skills for life

The Award develops skills and confidence and is an Award valued

by colleges universities and employers

Spiritual

Respect enjoyment reflection

Moral

Understanding the consequences of their actions

Being independent and responsible

Social

Use social skills in different contexts

Willingness to participate in a variety of activities

Co-operating with others

Cultural

Participating in activities in the wider community eg artistic

musical sporting

(students at SSSCS have partaken in cooking lessons badminton

volunteering at church teaching swimming etc)

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Business

Topic How does it impact SMSC

Year 910 and

11

Ethics

Environment

Ethical Businesses ndash

Is an Ethical base a necessary evil in business

(Moral Spiritual Social)

Legislate for Ethical behaviour

(Moral Spiritual Social and Cultural)

Local National European and Global impact of

ethical behaviour in business

(Moral and Cultural)

Growth of Fair Trade ndash costs and benefits

(Moral Social and Cultural)

Moral responsibilities of business eg Equal Pay

and Minimum Wage

(Moral Spiritual Social and Cultural)

Unemployment ndash causes effects remedies and

politicalsocial attitudes

(Moral Spiritual Social and Cultural)

Mobility of labour and its social and economic

consequences

(Social and Cultural)

Consumer and Employment Legislation

(Spiritual Moral and Social)

Global Trend to eco-friendly products and services

(Moral Social and Cultural)

Legislation for Green policies and principles

(Spiritual Moral and Social)

Social benefits and costs of renewable

productsservices

(Moral Social and Cultural)

Local National European and Global impact of

Ethical behavior in business

(Cultural)

Year 12 amp 13

As per Yr 9

Plus new requirements

as per the new GCE

starting in September

2015

Corporate Social Responsibility (CSR)

Impact and relevance to all stakeholders

(Social Moral Cultural)

Extra-Curricular

Integrated in AS and A2 examinations are pre-seen case studies based on real businesses The

morality of the actions of these businesses are debated and evaluated as to short and long-

term effects

Current business news from reliable sources is a key component of each course re The impact

on society All year groups analyse business developments and are tasked to provide personal

evaluations and opinions of the repercussions upon society

Subject Duke of Edinburgh Award

Current Year

1112

With a view

to all Year

10 starting

in

September

2015

There are

currently 28

students

actively

persuing

this award

SSSCS uses

edofe which

is an online

forum

One student

raised

pound76400 for

the British

Heart

Foundation

riding the

London to

Brighton

race in

memory of

the Head of

RE

Matthew

Lewis

Topic

Volunteering

Skills

Physical

Expedition

Students at

SSSCS are being

awarded

sectional

certificates as

they complete a

section

The Duke of Edinburgh Award makes a difference to other peoplersquos

lives and the community It allows young people to be fitter

healthier make new friends and gain skills for life

The Award develops skills and confidence and is an Award valued

by colleges universities and employers

Spiritual

Respect enjoyment reflection

Moral

Understanding the consequences of their actions

Being independent and responsible

Social

Use social skills in different contexts

Willingness to participate in a variety of activities

Co-operating with others

Cultural

Participating in activities in the wider community eg artistic

musical sporting

(students at SSSCS have partaken in cooking lessons badminton

volunteering at church teaching swimming etc)

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Duke of Edinburgh Award

Current Year

1112

With a view

to all Year

10 starting

in

September

2015

There are

currently 28

students

actively

persuing

this award

SSSCS uses

edofe which

is an online

forum

One student

raised

pound76400 for

the British

Heart

Foundation

riding the

London to

Brighton

race in

memory of

the Head of

RE

Matthew

Lewis

Topic

Volunteering

Skills

Physical

Expedition

Students at

SSSCS are being

awarded

sectional

certificates as

they complete a

section

The Duke of Edinburgh Award makes a difference to other peoplersquos

lives and the community It allows young people to be fitter

healthier make new friends and gain skills for life

The Award develops skills and confidence and is an Award valued

by colleges universities and employers

Spiritual

Respect enjoyment reflection

Moral

Understanding the consequences of their actions

Being independent and responsible

Social

Use social skills in different contexts

Willingness to participate in a variety of activities

Co-operating with others

Cultural

Participating in activities in the wider community eg artistic

musical sporting

(students at SSSCS have partaken in cooking lessons badminton

volunteering at church teaching swimming etc)

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

SMSC at SSSCS ndash Design and Technology

Subject Design and Technology

Topic How does it impact SMSC

Year 7

Food

Textiles

Product Design

Food Miles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Fair Trade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Design for a client

Creativity and diversity

Paired and group work

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Year 8

Food

Textiles

Product Design

Italian Foods

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Food Packaging

Food Miles

Fairtrade

Peer assessment

Reduction of waste through the use of templates

Use of recycled materials

Research the school as a society

Local values

Design for a client

Creativity and diversity

Paired and group work

Historical product evaluation

Constructivism ndash Design from past eras

Peer assessment

Designing for self and others needs

Reflection and evaluation

Look towards other cultures for inspiration

History of design

Understanding the use of materials

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Recycling waste etc

Appreciation of other peoples work

Health and Safety ndash own and others

Pop Art as inspiration

Advancing technological opportunities

Year 9

Food

Textiles

Product Design

Sustainability ndash Food Miles Organic Foods Fair trade

Regional and cultural foods

Food allergies and intolerances

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 10 Food

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Textiles

Product Design

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 11 Food

Textiles

Family evaluations about the food products taken home

Peer assessment

Paired and group working

Working in the food industry ndash serving food for service

Consider packaging materials used within food production

and their impact on cost and the environment

Understand how multi-cultural factors have influenced food

production

Consider the use of scarce resources transport costs

sustainability quality religious and cultural preferences

genetically modified foods organic and free range foods

Fairtrade Farm Assured on food production and the

environment

Assess the implication of food issues in product

development eg food miles availability of seasonal foods

Design and make for religious events (Advent)

Quality Assurance to reduce waste

Evaluation analysis and appreciation of historical products

Use of imagination and creativity

Designing for clients

Understanding the economics of design

Understanding and designing for other peoplersquos feelings and

values

Meeting Deadlines

Designing for others

Quality Assurance to reduce waste

Inclusive Design

Appreciation of other peoplersquos needs

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Product Design

Use of imagination and creativity

Developing artistic and technological skills

Learning about historical aspects of design

Appreciation of economics and business

Understanding and applying Health and Safety issues

Cooperation resilience and resourcefulness

Meeting deadlines

Year 12

Product Design

Design using the influence of previous design styles eg Art

Noveau

Understanding significant environmental effects of

biodegradable polymers such as Biopol and Oxo-degradable

polymers

Understanding the technology behind the manufacturing of

everyday products

Recyclability of polymers

Understanding environmental impact of composite

materials including the disposal of

Understanding how materials such as Kevlar are used for

safety in society

Knowledge of materials in sports eg Lotus superbike

The impact of mining for metal ore on the environment

Understanding how manufacturing processes impact on

local and global economies

Environmental Issues surrounding deforestation

Year 13

Product Design

Smart and Modern materials

Health and Safety in the workshop

Prevention of corrosion decay and degradation

Health and Safety in Industrial processes such as spray

painting paper production and nickel plating

Materials testing to prevent injury eg automotive and

aeronautical engineering

Environmental and sustainability issues

Eco design

Ergonomics and Anthropometrics

Inclusive design

Adapted products

Consumer Safety eg British Standards Institution

Design and market influences

Relationship between the user designer and makers

Constructive discontent

User centred research techniques

Observation of people in their own environment

Body storming

Act of insight and associate thinking

Intellectual property rights

Green design

End of life vehicle directive (ELVD)

The environmental impact of cars

Risk Assessments

Safety legislation and manufacturing

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Extra-Curricular

Gifted and Talented homework set to extend creativity and imagination

Adaptation and use of Web Quests

Gifted and Talented visits to STEM activities

Preparation for university courses ndash Made in Brunel

Inspired by Design ndash A level trip

Design trip to New York

Food Show and Clothes Show

Stocky Palette Challenge

Cross-curricular work with local primary schools

STEM activities with year 8

Preparing to cook for university

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject English

Topic How does it impact SMSC

Year 7 amp 8 Literature ndash poetry

prose Drama

Language ndash

fictionnon-fiction

Looking at a range of poetryprosedrama that allows for

aspects of society culture spiritual morality We look at how

attitudes and opinions have changed over the centuries and

discuss them through a contemporary context For example

Frankenstein allows students to consider the ethics of science

how society treats those considered lsquodifferent God vs Man

Social inequality is explored through Dickens with a

comparison to modern life and how it hashas not changed

We look at poetry from other cultures to gain an

understanding of how culture impacts on understanding and

ideas looking at the universality of morality and how it

hashas not changes over the centuries (eg

TagoreTruthLazarus)

Non-fiction texts from across the world also allow a range of

discussion and analysis of ideas ndashfor example a letter or diary

entry from an 18th century slave allows development of

culture morality and society the diary of Anne Frank allows

reflection on the Holocaust a travel writes opens up the issue

of cultural understanding and appreciation

Year 9 amp

11

LanguageLiterature Beginning KS4 students look at texts which explore a range of

texts ndash fiction and non-fiction ndash allowing for a mature and

meaningful discussion orally and in written work

For example ndash To Kill A Mockingbird considers racism crime amp

punishment society Of Mice amp Men discusses culture

euthanasia social acceptance amp segregation The Functional

Skills Speaking amp Listening tasks help students understand

the impact of the spoken word ndash the importance of choosing

words and their impact how an audience can have different

interpretations according to culture and context The study of

a Shakespeare text allows them to understand their own

cultural heritage and also how issuesthemes maymay not

change over time ndash eg greed ambition and power (Macbeth)

the importance and role of marriage in society ( Much Ado

About Nothing) right vs wrong (A Midsummer Nightrsquos Dream)

Year 10 amp

11

LanguageLiterature Largely as with Year 9 Students develop the skills and

understanding begun in Year 9 The range of texts we choose

allow discussions and debates on many issues For example An

Inspector (drama) addresses issues such as social

responsibility morality youth vs maturity gender issues

societyrsquos perceptions of individuals and groups Noughts amp

Crosses addresses racism acceptance segregation use of

violence for political reasons Analysis of speeches addresses

cultural and social issues as well as morality Some poetry also

looks at spiritualty ndash Paradise Lost Romantic poetry Rossetti

etc

Language continues to look at how the spoken and written word

impacts on the readeraudience according to

socialculturalmoral context eg speeches of Martin Luther

King

Year 12 Literature Examining literature in the context of WW1 Morality of war the

impact of war at home and on the Front spirituality and its

influence on literature and on the reality of war crime and

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

punishment understanding and acceptance

Year 13 Literature lsquoLove Through the Agesrsquo considers love and marriage over time

ndash socially culturally spiritually and cultural How the institution

of marriage works in different cultures and contexts how it can

be restrictive The importance of love in a stable relationship

how society can influence it Understanding the different

aspects of love ndash eg genderageculture ndash and how they are

viewed in society Challenging views

Extra-Curricular

bull Participating in activities from organisations such as Amnesty International

bull Readathon (KS3) ndash raising money for sick childrenliteracy in hospitals

bull Debating Club in Sixth Form to be extended into KS4

bull Discussion of ideas from modern context ndash eg news (US riots)

bull Regular discussions and debates in lessons

bull World Book Day ndash raising money for charity

bull Theatre trips across all year groups

bull Somme battlefields tour ndash Year 12

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Film Studies

Topic How does it impact SMSC

Year 12

British Film Industry

Production Distribution and

Exhibition of film texts

Genre British Horror

Comparative American film

Spiritual ndash Students leading prayers in every lesson

Moral - Considering factors such as stars and audiences the

role of the media in manipulating and promoting film the

ways that film reflect political social and historical themes

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and students work to research and present in a

variety of group combinations

Cultural ndash knowledge and understanding of a range of

cultural factors and how these influence the industry eg

what constitutes British films in terms of financial backing

themes and setting how issues such as crime key eras in

British history are presented eg war

Spiritual ndash Student ndashled prayers the discussion of spiritual

themes as they arise in texts eg death grief consideration

of afterlife etc

Moral ndash Discussion of moral issues such as murder crime

scientific experimentation conduct of the Army and moral

conflict in medicine etc

Social ndash Social issues relating to early 00s British society

eg ASBO culture youth crime representation of gender etc

Cultural ndashLooking at development of British horror from

Hammer era to present day how horror used as social

metaphor links to aspects of British culture eg iconic

locations British Army Comparisons with representations in

classic American horror

Spiritual ndash Student led prayers representations of faith in

texts

Moral ndash Discussion of representations of crime and

criminals law enforcement and corruption

Social ndash Coverage of issues and themes such as

relationships friendship as well as wider issues such as

poverty racism economic depression etc

Cultural ndash Examining how aspects of American culture from

different eras are represented

Year 13

World Cinema - Bollywood

Emotional Response

Spiritual ndash examination of religious themes and beliefs

(cross-cultural) and the representations of these in the fims

eg attitudes to marriage arranged marriage etc

Moral - Examination of issues such as crime and poverty in

different cultures

Social ndash Discussing elements of Indian society comparing

with British and American

Cultural ndash Researching aspects of Hindi culture eg religious

festivals and symbols Indian folk tales and heroes modern

cultural phenomenon eg Diaspora

Spiritual ndash how religious beliefs and values influence

audience response and representations in film Students

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Close Critical Study -

Hitchcock

examine their own beliefs in response to

Moral ndash representations of crime and criminals law

enforcement and examining how different social groups

would respond to these in film texts looking at individual

texts on topics such as domestic abuse childrenrsquos care

system Holocaust etc

Social ndash representations of different eras of American

society eg Civil Rights movement historical events such as

Selma

Cultural ndash aspects of American culture examined eg KKK

representations of iconic geographical locations and how

these hold connotations for audiences eg New York the

Deep South

Spiritual ndash Student reflections study of religious

iconography and themes such as reincarnation

Moral ndash focus on portrayal of themes such as murder

corruption betrayal crime deception etc Research into

Hitchcock and issues of his real life eg sexual harassment

of stars obsession influence of real life crime etc

Social ndash examining critical approaches and important

perspectives to texts such as feminism psychoanalysis

critical auteur theory critical responses from contemporary

to present day

Cultural ndash Examining aspects of American culture and

society as represented in the texts(s) Hitchcock as icon

Extra-Curricular

Film Club

Medway Media Conference

Cinema trips

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Geography

Topic How does it impact SMSC

Year 7

Where are the places

that I identify with

How much do I know

about climate

change now

What can we do to

make a positive

difference

To describe the

formation and

purpose of the

European Union

Who are the British

(Where do people in

the UK come from

and why)

Why do some parts

of the UK have a

declining

population

(Does it matter if

some communities

in the UK

disappear)

Why do some parts

of the UK have a

growing population

(Should we limit how

big towns and cities

can grow)

What makes people

undertake long and

dangerous journeys

to the UK

What makes people

leave the UK

(Would I want to

leave the UK If so

where would I go)

Focus on places that students identify with and on

developing their own identity

Discussion of ideas relating to how individual decisions

affect climate change

Cooperation prevention of warhellip

Focus on the multi-cultural nature of British identity

To understand why some places have a declining population

To understand why some places have a growing population

and some impacts of population growth

To understand what motivates immigrants to undertake

journeys

To understand what motivates emigrants from the UK

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

How are coastal

landscapes

changing

What are the

implications

What can we find out

about the geography

of Kenya

Are Kenyan roses

costing the earth

What is Nairobi like

To understand how coastal landscapes are changed by key

geographical processes to empathise with people who live

near the coast to explore the possible impacts on people

To describe the physical and human characteristics of

Kenya To understand some of the key differences between

life in Kenya and the UK

How do roses affect the environment of Kenya

Is this industry sustainable

Focus on building a model of a shanty town home as a way

of empathising with a family in Kibera

Analyse the experience

Year 8

How does football

connect us to Africa

Why is Omar

stitching footballs

Could you survive in

the rainforest

How do people live in

the rainforest

Should the

rainforests be

saved

Who owns the

worldrsquos water

Focus on the dilemma of a young African person whether or

not to take up an offer to work as a professional footballer in

Europe

To analyse and evaluate evidence to make decisions

To be able to understand and empathise with othersrsquo lives

Understanding of globalization empathy

Empathy with difficulties of living in the rain forest

Indigenous people have an intimate knowledge and

understanding of the Rainforest

Social economic environmental and political dilemma

Focus on water resources in the Middle East

Students identify examples of conflict and co-operation with

which they are familiar

Students examine the Euphrates and Tigris river basins and

the disagreements between Syria Turkey and Iraq over

water They consider different viewpoints and decide

whether the Ilisu dam project should go ahead

Students consider who lsquoownsrsquo the water in rivers and what

responsibilities this ownership brings

Focus on the supply and conflict over water within the

Jordan River basin

They consider how both Israeli and Palestinian people might

respond to a range of events and information about water

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Is water used fairly in

Israel and the West

Bank

How do Israelis and

Palestinians feel

about the unequal

supply of water

Should people

always have equal

access to water

How can we

conserve resources

What impact are

people having on

Antarctica

Assignment- can the

earth cope with any

more people

resources

Students suggest ways in which conflicts over water

resources could be resolved

Sustainable development

Recycling

Design a new Antarctica Treaty that is in the best interests

of the environment and all the people of the World

Prepare a speech either supporting continued population

growth or arguing for a reduction Students deliver the

speech to the class

Year 9

The UK ndashincreasing

demand for water

areas of deficit and

areas of surplus the

need for transfer

Overview of the

issues facing many

urban areas

Rapid urbanisation

A case study of a damreservoir to consider resulting

economic social and environmental issues and the need for

sustainable supplies

Housing ndash the attempts to satisfy the increased housing

needs of the population in different parts of the city

Impact of Government strategies from the 1990s on the

inner city

Traffic ndash impact of increased use of road transport on the

environment and solutions aimed at reducing the impact

Revitalising the image of the CBD by improving the physical

environment

Cultural Mix ndash factors causing ethnic segregation within

urban areas Strategies aimed at supporting the

multicultural nature of many urban areas

Characteristics of squatter settlements

Effect on the lives of the people of living in squatter

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

has led to the

development of

squatter settlements

and an informal

sector to the

economy

Attempts can be

made to ensure that

urban living is

sustainable

Rising sea level will

have important

consequences for

people living in the

coastal zone

Coastal erosion can

lead to cliff collapse

This causes

problems for people

and the

environment(L)

settlements

Attempts by the inhabitants themselves to improve squatter

settlements over time

Self Help Site and Service and Local Authority schemes to

improve squatter settlements

A case study of a squatter settlement redevelopment

Characteristics of a sustainable city

Environmental ndash the importance of conserving the historic

and natural environment Use of Brownfield sites Reducing

and safely disposing of waste Providing adequate open

spaces

Social ndash including local people in the decision-making

process Provision of an efficient public transport system

A case study of sustainable urban living

Reasons for rising sea level A case study to illustrate the

economic social environmental and political impact of

coastal flooding

A case study of an area of recent or threatened cliff collapse

ndash rates of coastal erosion reasons why some areas are

susceptible to undercutting by the sea and collapse how

people may worsen the situation the impact on peoplersquos

lives and the environment

Year 10 Over time the global

population increases

and the population

structures of

different countries

change

A range of strategies

has been tried by

countries

experiencing rapid

population growth

An ageing population

impacts on the

future development

of a country

The impact of increasing urbanisation agricultural change

education and the emancipation of women on the rate of

population growth

The social economic and political implication of population

change and the need to achieve sustainable development

The effectiveness of population policies adopted in different

countries since the 1990s to include birth control

programmes and other strategies adopted

A case study of Chinarsquos policy since the 1990s and one of a

non-birth control population policy

The problems associated with an ageing dependent

population

Government strategies to cope with an ageing population

and the incentives suggested for encouraging an increase in

a countryrsquos birth rate

A case study of the problems and strategies in one EU

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Population

movements impact

on both the source

regions of migrants

and the receiving

countries

country with an ageing population

Migration is a result of decision making push and pull

factors which can have positive and negative impacts

Economic movements within the EU refugee movements to

the EU and the impacts of such movements

Year 11 Contrasts in

development means

that the world can be

divided up in many

ways

The reduction of

global inequalities

will require

international efforts

The relationship between quality of life and standard of

living Different perceptions of acceptable quality of life in

different parts of the world Attempts made by people in the

poorer part of the world to improve their own quality of life

The imbalance in the pattern of world trade and the

attempts to reduce it

The contributions of Fair Trade and Trading Groups

The reduction in debt repayments through debt abolition and

conservation swaps

The advantages and disadvantages of different types of aid

for donor and recipient countries

The role of international aid donors in encouraging

sustainable development

A case study of one development project

Year 12

Physical and human

causes of river

flooding ndash

Impact of flooding ndash

two case studies

from contrasting

areas of the world

Flood management

strategies

Case study of coastal

flooding

Social economic and

political implications

of population

change

The way population

change and

migration affects the

character of rural

and urban areas

Settlement case

studies To include

reference to

characteristics such

as housing

Management for human welfare purposes

Management for human welfare purposes

Attempts to manage population change to achieve

sustainable development with reference to case studies of

countries at different stages of development

The implications for social welfare

To include reference to characteristics such as housing

ethnicity age structure wealth and employment and the

provision of services

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

ethnicity age

structure wealth and

employment and the

provision of services

The study of one

infectious disease -

Aids

The study of one

lsquodisease of affluencersquo

ndashdiabetes 2

Regional variations

in health and

morbidity in the UK

its global distribution and its impact on health economic

development and lifestyle

its global distribution and its impact on health economic

development and lifestyle

Factors affecting regional variations in health and morbidity

ndash age structure income and occupation type education

environment and pollution

Age gender wealth and their influence on access to

facilities for exercise health care and good nutrition

A local case study on the implications of the above for the

provision of health care systems

Year 13

Two case studies of

recent volcanic

events

Two case studies of

recent seismic

events

Development ndash

Globalisation ndash

Countries at very low

levels of economic

development

Newly industrializing

countries

Global social

economic groupings

The impact of the event

Management of the hazard and responses to the event

The impact of the event

Management of the hazard and responses to the event

economic demographic social political and cultural

changes associated with development the development

continuum

factors and dimensions flows of capital labour products

and services global marketing patterns of production

distribution and consumption

Characteristics and issues ndash quality of life debt social

problems

Asian Tigers India China Dubai

The concept of the NorthSouth divide and its relationship

to the development continuum

The reasons for the social and economic grouping of

nations with particular reference to the European Union

The consequences of the groupings of nations

Social economic and environmental impacts of TNCs on

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Aspects of

globalisation

Development issues

within the world

(each to be studied

with reference to

contrasting areas of

the world)

their host countries and their countries of origin

lsquoTrade versus aidrsquo

lsquoEconomic sustainability versus environmental sustainabilityrsquo

lsquoSustainable tourism myth or realityrsquo

Extra-Curricular

Fieldwork- develops skills in team working risk analysis and decision making

Reference to careers ndashexplicit discussion in Year 7 8 11 and 13

Geography in the News ndashflexibility in schemes of work allow for current news event to be

incorporated into teaching either as stand-alone lessons or as additional material for part of

the existing schemes of work

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject HISTORY

Topic How does it impact SMSC

Year 7

Norman Conquest

Medieval Church

Crusades

Black Death

Reformation and

Dissolution of the

Monasteries

Students study how the Norman Culture helped form the

society we have today and similarities between the past and

present are discussed in group and pair work

All students study how the church was set up and the role

this had in society They learn what religion was common in

Britain (Catholicism) and Europe Students also study the

tension between the State and Church notably the story of

Becket and Henry II

Students look at the differences in the religions and debate

why they were fighting Questions are centred on acceptance

of all religions today and comparisons

How the impact of the Black Death altered the structure of

society and led in part to the Peasantrsquos Revolt In the latter -

law and order and freedom of speech are debated in length

Comparisons are made to events in news and current

affairs

Religious tolerance and power of King vs Pope Moral

decisions made by Henry and Cromwell and also the knights

who were sent to the monasteries

Year 8

Children in Factories

World War One ndash

Project

Treaty of Versailles

Hitler and Nazi

Germany in World

War Two

Discussions on the moral issues concerning child labour and

discussions on whether this happens today Why and how

society created this

Trip to Ypres (see below)

Empathy for soldiers How society was affected by warfare

Moral issues surrounding different types of weapons and

tactics Prayer and remembrance

The political process of a conference The moral issues on

the harsh treatment of Germany Debate on how this would

lead to another war

Lesson on why we should remember the Holocaust Design a

memorial Discussions on the differences and definitions

between a dictatorship and democratic country Tolerance of

All religions race and cultures

Year 9

Changing Nature of

Warfare

Discussions and lessons on how society shaped warfare

from Roman Period to today

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Weapons

Warfare

Discussions on the effect of weapons especially more

moderndeadly weapons and the morality of these

Debates on whether war is actually ever justified and what

the main reasons for warfare are religion culture economy

and politics

Year 10 Nazi Germany ndash

Weimar Republic

Economy

Nazi Ideology

Treatment of

MinoritiesHolocaust

Vietnam

Controlled

Assessment

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Discussion on

Proportional Representation

Lessons on the effect of Hyperinflation and Wall Street

Crash These are related to current affairs or other past

eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Debates on differences between Communism and

Capitalism

Roles and opinions of different presidents Why do their

views differ

Lessons on the tactics and weapons used in warfare How

society and culture changed this type of guerrilla warfare

and how US responded

Discussion on how the media presented this war to the

world and the impact this had on Anti-war movement

Debates on civil rights highlighted by the war and the

treatment of different races and cultures within the US

military

Year 11 Impact of War in

Britain

Debates on why the government had to make changes to

the laws Debates on how Blitz affected the morale of British

people

The moral judgement of and reaction to Conscientious

Objectors Tolerance of freedom of choice

Lessons on how society was altered by war eg women

Impact on rationing and evacuation and comparisons made

to current affairs

Year 12

Russia Revolution

Lessons on how situation in situation of society creates a

revolution Comparisons made to France and Ireland

Role of State and abuses of power Political structure of the

Tsarist Regime

Definitions of Marxism and Communism

Debates on how the size of non-professional armies can

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Stalinrsquos Russia

Relationship

between Britain and

Ireland

promote revolution

Debates form a large part of Year 12 lessons ndash students are

encouraged to share their different opinions and be listened

to

Discussions on tolerances of minorities and Stalinrsquos

treatment of Peasants in Kulaks

Stalinrsquos political tactics and the moral view of the treatment

of peers

Stalinrsquos abuse of power and comparisons to Tsarrsquos How

Stalin treated and dealt with the Orthodox Church

Discussions on religious differences and tolerances

How the situation of society creates revolution

Debates on how different classes were treated by different

leaders

Role of British Government in times of Famine ndash moral

questions on responsibility

How the idea of empire affected politics and divided

opinions

Debates on the differences between the political parties in

terms of ideology and beliefs

Moral questions on how justified violence is from minority

groups or those who have been mistreated

Cultural issues of lsquoidentityrsquo

Comparisons to current affairs

Year 13

Kaiser to Fuhrer

International

Relations

(Independent Study)

Role of politicians in creating a tolerant state Impact of war

on society

Discussions and lessons on the political structure in

Germany Effect of the Treaty of Versailles Lessons on the

effect of Hyperinflation and Wall Street Crash These are

related to current affairs or other past eventssocieties

Discussion on the moral issues surrounding the Nazi State

and the lsquofearrsquo tactics used by the SA and SS

Role of Women youth and education in this How does this

compare with their lives today

Moral considerations of opposition to Hitler Comparison of

Nazi State to other countries today

Debate on tolerance of religious and social beliefs The

reaction of German society Question why this can never

happen again

Compare current affairs to International Relations Consider

the moral use of lsquoAtomic Weaponsrsquo and long term impact

Political ideology which helped create the Cold War Debate

on moral issues of Pearl Harbor and the gaining of empire

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Extra-Curricular

Year 8 ndash Annual Trip to Ypres Salient Students research a lost soldier and then lay a British

Legion Cross and prayer on his grave There is also a servicereflection at the Menin Gate This

Year 2014 this was led by Deacon Black from St Francisrsquo parish in Maidstone

Year 7 ndash Trip to Dover Castle ndash this encourages students to work in groups to consolidate their

learning on the structure of castles Also they tour the Secret Wartime Tunnels to learn how

people lived during the wars Finally they reflect in the church at the castle in the same way

the Crusaders did in the 12th and 13th centuries

Year 7 ndash Holocaust Remembrance Day Activities involving Art and History including story

writing memorial designing and claywork Held on 22nd January 2015

Reference to and examples of careers in this sector are promoted at various junctures

throughout the GCSE and A level courses

All students link the work they study in History to other subjects especially Social Sciences

English and RE For example the RE department played a key role on the trip to Ypres and

discussed the different religions which were seen on the graves such as Judaism

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject ICT amp Computer Science

Topic How does it impact SMSC

Year 7

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are also taught about different types of bullying ndash what forms

they can take and what to do if they see or are involved in a bullying

incident (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 8

E-Safety

Students are made aware of what is considered to be appropriate

behavior whilst online (Moral)

Students are made aware of the consequences of behaving

inappropriately online (Moral)

Students are also presented with different beliefs religious or otherwise

which can be presented via online sites Students are made aware that

people are entitled to their beliefs and to show respect towards these

values (Spiritual)

Students complete regular self and peer assessments where they can

review on both their learning and the learning of others (Spiritual)

Students are provided with feedback on each of their units which they

are required to reply to showing they understand how they can make

progress (Spiritual)

Students complete a range of different activities including group work

flip lessons self and peer assessments which allows them to use a

range of different social skills in order to complete tasks (Social)

Classes offer a diverse range of students coming from different

religions ethnicities and socio-economic grounds so every lesson

students are able to co-operate willingly with others in their lesson

(Social)

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Year 910

amp 11

The

Digital Divide

Creating

IT

Solutions

amp

Presenting

information

Mobile

Technology

Legislation

amp

Policies

Students reflect on their own and othersrsquo lives and the impact ICT has on

this particular focus is given to the religious and cultural ethics

(Spiritual)

Students work together to investigating the impact of digital inclusion

and the digital divide locally nationally and globally (Moral)

Students develop and understanding of the causes and implications of

unequal access to ICT (Social)

Students are encouraged to reflect and learn from reflection from the

position of a particular audience view point as they create a number of

promotional products (Spiritual)

Students consider accessibility issues when evaluating and developing

digital products (Moral)

Students look at the impact of age gender and disability on individualsrsquo

choiceuse of digital devices (Cultural)

Students explore ideas feelings and meaning whilst interpreting a

project brief and creating promotional materials (Spiritual)

Students investigate ways in which ICT can be used to monitor

individualsrsquo movements and communications (Moral)

Students investigate the impact of the use of digital devices on the way

organisations operate (Social)

Students learn about and adhere to legislation and codes of practice

including acknowledging sources and respecting copyright when

developing digital products (Moral)

Students consider issues such as changing leisure patterns and work

practices privacy and confidentiality of data held in systems illegal

opportunities for access to information and environmental issues

(Cultural)

Students look at security risks to data and how to reduce or contain the

(Social)

Students discover the importance of ethical environmental and legal

considerations when using computer systems (Social)

Students justify the advantages of networking stand-alone computers

into a local area network (Social)

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Data Security

amp

Protection

Networking

Students consider the impact on lifestyles and behaviour of the

availability of goods and services online (Cultural)

Students develop their understanding of the development of online

communities its implications for an individualrsquos learning leisure and

social interactions (Moral)

Students learn that collaborations are facilitated through the availability

of online work spaces and that the growth of social networking has

potential risks as well as benefits (Moral)

Students study the sustainability issues and ways of minimising the

environmental impact of ICT whilst considering the impact of ICT on

working practices (Social)

Students explore the patterns and relationships of data and its

collection and use whilst programming data (Spiritual)

Students gain an appreciation the innovations achievements of past

individuals and understand their struggles and motives in relation to

historical attitudes (Spiritual)

Year 12

IT Applications

The

Digital Divide

In the Applied ICT course the impact of the digital world are researched

and discussed The student investigate and evaluate the impact on the

social cultural and moral facets of peoplersquos lives by the digital world

that is relentlessly encroaching into every aspect of modern living

They look at how lives have changed through the use of social media

how working and education has changed and they also investigate the

digital divide on a local national and international level With all of

these aspects the students look at both the positives and the negatives

and suggest improvements to the current situation

In the BTECCisco course the students have to analyze and reflect on

their performance as a student and a potential employee They have to

look at themselves and identify ways in which they can become more

effective They also have to analyze their learning styles and put

together a self-effectiveness improvement plan that has achievable

goals

Year 13

Project

Management

Data Systems

The A2 Applied ICT course has many social aspects built into it This

includes project management where the students have to manage a

project which involves interaction with a client This interaction develops

social skills as well as resilience as the project meetings may involve the

student updating the client if the project is not going well

There is database theory and creation which usually involves a socially

responsible scenario such as booking tickets for a youth theatre and an

after school movie club The students will need to know and analyze the

requirements of the scenario in order the produce an elegant solution

In the BTECCisco course the students learn how the world is connected

and the background processes that allow this to happen They also learn

how their skills can be used for organizations such as NGOrsquos and

Governments as well as commercial entities

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Networking

Extra-Curricular

We offer an lsquoAble Gifted and Talentedrsquo Program which every student is open to and where we create termly IT

projects for them to take part in

We have a careers section in one of the classrooms and within Year 8 we take a lesson to discuss with the

students the options that ICT presents if studied for GCSE

Currently in ICT we are running a coding club which the aims are to teach students coding skills This is a cross

year groups club that involves students from years 7 up to 13 The year 13 student often helps the lower year

students with their coding and gives general advice on computing We are looking to enter the BAFTA Young

Game DesignerCreator competition in the near future details will be made public in the next newsletter

We are running two separate trips to Sky Studios this year for different year groups were they will research two

separate topics ldquoCompetition for Placesrdquo and ldquoSocial Networkingrdquo and create a news report based on the

information they source

Throughout the year we offer ICT catch up session where students show a mature and focused approach to their

learning completing any outstanding work or completing extension activities

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Mathematics

Topic How does it impact SMSC

Year 7

Numeracy

Angles

Percentage

Pedagogical approach to mathematics at SSSCS support SMSC in

Teamwork

Developing curiosity

Relating questions to every day contexts

A focus on numeracy at the start of year 7 as part of a commitment to

all students to have basic skills required within our society

Developing resilience in learners and working together to overcome

challenging problems This gives an opportunity to promote collaboration

within the maths classroom

Understand the use of percentages in relation to money interest and the

challenges that working saving and borrow can cause

Year 8

Probability

Data handling

Through games of chance and understanding risk students are

encouraged to engage with ideas around gambling and the

possibility of addiction (Enrichment day and class time)

Understanding presented statistics and interpreting their

significance begins in year 8 and is continued into later year

groups

Year 9

Data Handling

Famous

mathematicians

As in year 8 extended depending on attainment of the student

Throughout year 9 certain mathematiciansrsquo discoveries are

studied Descartes Euclid and Euler to name a few given the

opportunity to show how their work changed the mathematical

landscape

Year 1011 Compound interest

Data collection and

processing

Understanding financial systems and their implications to

saving and investment

Understand the difficulties in acquiring data both from

questionnaires and secondary sources Discuss

misconceptions around data and methods to mitigate these

Extra-Curricular

This surrounds extra challenging problems and extending studentsrsquo experience beyond the curriculum We run

the maths challenge for each year group throughout the year Also we are looking towards mentoring students

who are particularly able problem solvers (in its infancy at time of writing)

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Modern Languages

Topic How does it impact SMSC

Year 7

How to survive in a

foreign country

Food tasting

Prayer competition in

French

Modern Language learning is built upon the four skills of speaking

listening reading and writing in a foreign language In the skill of

speaking students learn to express their opinions in front of their peers

and to listen to and respect the opinions of others

In essence because we teach about a different language and culture all

we do helps to break down barriers between different races and cultures

and celebrates diversity

Students learn how to ask for directions food They learn how to

introduce themselves and where they are from and hold a basic

introductory conversation with a French speaking person

Students join in a French breakfast and Spanish tapas Diversity of

culture

Students are asked to write their own French prayer These are judged by

the department and the best prayer is adopted by the department as the

prayer for that year group to say whilst they are in KS3 These are visible

in classrooms where KS3 French is taught

Ye

Why study Languages for

GCSE

Health and healthy living

Students examine career paths where languages may be useful and look

at how to talk about charity work and human rights in the Target

Language

Students learn about how to stay healthy and how they would

Communicate how they are feeling unwell if they were in France

Year 9-11

Skills of reading

listening speaking and

writing in French and

Spanish

GCSE MFL is 60 controlled assessment This teaches the students to

have good time management to commit to deadlines independent

learning how to prioritise and to be resilient

There is a lot of group work and pair work which teaches students to

work as a team

30 of GCSE is speaking and students learn how to present and discuss

in the TL

Year 12 Changing family values

Unsociable behaviour

Morality of the media

and advertising

Culture

Social issues

Sport

World of work

Students have to research and be able to talk and write about these

topics in relation to the country they are studying

Year 13 Immigration

Integration

Equality

Discrimination

Racism

Poverty

Students have to write extended for and against essays in French on

these topics They learn to form their own opinion express it and justify

it They also learn to present their opinions to their peers and in the

format of debates

Students have to keep up to date with current events in France and

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Unemployment

Culture

Ethics in human genetics

Genetically modified

organisms

Politics

Terrorism

Patriotism

The EU

Spain by reading the newspapers and watching the news Recent events

such as the terrorist attack in Paris and the Spanish nurse with Ebola

have been a focus

Trips

Year 7 trip to France

Year 8 trip to France

Year 10 trip to Paris

Year 12 and 13 to Paris

Students handle Euros

Make simple purchases in French

Timekeeping know to be where when

Responsible for themselves in free time

Act in a respectful way with the general public

Overnight in hotel How to behave and respect the wishes of others ie

noise levels in bedrooms

Three nights in a hotel students learn independence tolerance of

others culture when sightseeing in Paris

Students attend a conference on Europe Topics include human rights

politics economics their role being in the EU Conference finishes with

ldquoQuestion Timerdquo where students ask MPrsquos questions

Years 9 ndash 13 to Spain

Culture visit to Gaudi Cathedral and Picasso Museum

Extra-Curricular

Ten reasons for students to participate in MFL trips SMSC

1 To experience the language and culture students are studying first hand

2 To access opportunities which students may not have the opportunity to access

3 To enhance studentsrsquo personal development and independence by time keeping finding their way around making choices

and thinking about their personal safety

4 To develop self reliance by taking responsibility for their belongings and their behaviour

5 Trips are a team building exercise where students can develop new strategies for working together which can be brought back

to the classroom

6 Students control their own finances have to learn to budget and to understand the value of the Euro in relation to the Pound

7 Students form out of school relationships with teachers and leaders which are valuable once back in the classroom

8 Trips enhance cross curricular links with other subjects

9 Students make choices about their health such as choosing what to eat and drink what to wear and carry and to be aware of

any medical needs

10 MFL trips break down stereotypical views and discrimination against other races and cultures

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject PDW

Topic How does it impact SMSC

Year 7

Identities and Lifestyles

Who am I

friendships

Risk Relationships and

diversity

Bullying

Economic well-being

and financial capability

Preparation for

work

Me tube

challenge

Project based PSHE

Send my friend

to school

Spiritual - Explore beliefs and experience respect values

discover oneself and the surrounding world and reflect

Spiritual ndash dealing with bullying

Moral - Recognise right and wrong understand

consequences of actions towards others investigate

moral and ethical issues offer reasoned views

Social - Use social skills in different contexts work well

with others resolve conflicts understand how

communities work

Cultural - Appreciate cultural influences participate in

culture opportunities understand accept respect and

celebrate diversity

Year 8

Identities and Lifestyles

What is love

Talking about

relationships

Risk Relationships and

diversity

Bullying

Risky behaviour

Economic well-being

and financial capability

Stereotyping in

careers

What do you

want to be

Budgeting

Project based PSHE

Healthy living

Diversity

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Spiritual - Students have to show willingness to participate

in discussion and debate around a variety of social and

personal issues

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

Spiritual ndash use of imagination and creativity in planning

activities

Cultural ndash exploring cultural diversity and respect for

others in the local community

Year 9 Identities and Lifestyles

Exploring body

image

Self esteem

Risk Relationships and

diversity

Bullying

Social ndash students are required to demonstrate a range of

social skills in PSHE lesson debate and discussions

Cultural ndash developing and interest in and understanding of

cultural factors affecting their perceptions of themselves

and others

Spiritual ndash dealing with bullying

Moral ndash ability to recognize right and wrong in

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Relationships

and domestic

abuse

Economic well-being

and financial capability

Child workers

Family finances

Working in the UK

(for children)

Project based PSHE

Giving nation

Drugs and alcohol

relationships

Moral ndash offering views about moral issues

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Social ndash Participate and volunteer

Spiritual ndash use of imagination and creativity in planning

activities

Year 10 Identities and Lifestyles

Signs and

symbols

Body language

Risk Relationships and

diversity

Attraction

Economic well-being

and financial capability

Consumer

education

Project based PSHE

Mock trial

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Social ndash willingness to participate in a variety of activities

and with a variety of people

Cultural ndash understand the role of the political system in

development and protection of rights

Spiritual and cultural ndash the mock trail activity is an

excellent opportunity for students to explore democracy

and law in action Students are encouraged to play an

active part in the process taking on the roles involved

Year 11 Identities and Lifestyles

Impression

management

Exam stress

Risk Relationships and

diversity

Really

Domestic

violence

Economic well-being

and financial capability

Consumer

education

Spiritual - Students demonstrate a willingness to reflect

on their own learning and an understanding of how to

move forward

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Cultural ndash understand the role of the political system in

development and protection of rights

Year 12 How to study

Consumer

education

Public speaking

Presenting

Current affairs ndash

Cultural ndash understand the role of the political system in

development and protection of rights

Moral ndash interest in investigating and offering views about

current affairs

Social ndash willingness to participate in a variety of activities

and with a variety of people in this case teaching lower

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

teaching task school PDW

Spiritual ndash use of imagination and creativity in planning

activities

Year 13 Study skills

Really ndash Drugs

alcohol

homophobia etc

Volunteering

Moral ndash ability to recognize right and wrong in

relationships

Spiritual - Beliefs religious or otherwise which inform

their perspective on life and their interest in and respect

for different peoples feelings and values particularly in

relation to relationships

Cultural ndash appreciate diversity of cultures and individuals

Respect and appreciate diversity

Spiritual ndash use of imagination and creativity in planning

activities

Whole school Internet safety

Kent Youth

Elections

Kent Fire and

Rescue

Period 6

Citizenship

Period 6 Able

and ambitious

Spiritual - During PDW students experience a variety of

visitors and undertake certain whole school challenges

and activities All PSHE and citizenship lessons are

designed to develop skills of participation and

appreciation of the diversity of views and experiences

Students are encouraged to be thoughtful about their

place and role in the school and their wider community

They are required to use a variety of skills and

demonstrate a willingness to take part

Moral ndash Students are required to examine their own and

others safety both virtually and in wider society They are

challenged to view scenarios and examples of moral

dilemmas and difficult situations All students take part in

work that requires an examination of personal safety and

values

Social ndash PDW sessions offer students opportunities to

participate in a number of activities and with a variety of

people They have to cooperate with classmates and

develop trusting relationships with their PDW teachers

The material used in PDW sessions helps students

understand the diverse nature of the social world even

within their own setting

Cultural ndash Students are required to contribute to debate

and engage with a variety of topics including human

rights democratic process and engagement diversity and

core British values They try to develop an understanding

of how these influence their own experience of the world

and the part they play in ensuring fairness and justice for

all

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Assessment in PDW ndash post 201415 review

Assessment in PDW is challenging in a number of ways In PDW we understand that assessment

needs to be reflective and allow staff and students to consider what actions could be taken for

students to grow within the subject Feedback may be written or oral completed as a class

individually or with the help of tutors Students are formally assessed by tutors as part of the school

yearly reports Tutors assess general behaviour and contribution to PDW activities

Tutors also help students to complete PDW self-assessment sheets twice throughout the year These

sheets are designed to help students assess their progression within PDW

PDW also uses SMSC guidelines for planning and assessment and staff are encouraged to use the

lsquoliving assessmentrsquo policy to judge pupil progress

CULTURAL VALUES

C1 Exploring understanding and respecting diversity

C2 Understanding and appreciating personal influences

C3 Accord dignity and respect to other peoples values and beliefs

SOCIAL VALUES

So 1 Developing personal qualities and using social skills

So 2 Participating and cooperating with others

So 3 Appreciate the rights and responsibilities of individuals within

MORAL VALUES

M1 Developing and expressing personal views or values

M2 Understanding the consequences of your own or others actions

M3 A willingness to express opinions on ethical issues

M4 Ability to make responsible and reasonable judgements based on moral dilemmas

SPIRITUAL VALUES

S1 Exploring the values and beliefs of others

S2 Understanding human feelings and emotions

S3 A sense of empathy with others concern and compassion

S4 Understanding own potential strengths and weaknesses

Mrs M Broadhurst

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Performing Arts

Topic How does it impact SMSC

Social

Whole School School PantomimeSchool

Production

Group work in Music and

Drama

Carol Singing Maidstone

Hospital

Participation in Kent Kite

Festival in Mote Park

Music at assemblies

Vocal Workshops

Participation in Maidstone

Carnival

Various extra-curricular

activities eg Instrumental

Group ClarinetSaxophone

Group

Participation in Children In

Need Concert

Concerts

Music performances at The

Pride of Stocky awards

S Factor Competition

Performances at the Heart

of Kent Hospice Day Care

Unit

Carol Service and following

hospitality

Drama and Music trips eg

plays ballet

AG and T trip to the

Southbank Centre for

Indonesian workshop

Year 56 Taster Days ndash

older students working

with KS2

Performances at the Heart

of Kent Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in a

competitive S Factor

Competition

Opportunity to attend

recording studios to record

tracks

Performances at Open

Evenings

Performances at

Develops social skills workingco-

operating with others of differing

abilitygenderethnicityagereligion

society

Develops options in life (career)

Develops self awareness

Develops an appreciation of

theatremusicart

Allows students to respond positively

to a range of cultural opportunities

and develops an awareness of

different cultures

Develops a sense of commitment

Develops confidence

Develops a sense of

communitywider community

Social

Key Stage 3

Dance workshops Year 7 and 8

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Young Voices Concerts for Year 7 at

the O2 Arena

Performances at the Heart of Kent

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Presentation Evenings

Moral

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Concerts

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Various scripts in Drama

Participation in Children In

Need Concert

Racism investigation Year

11

The Crucible Year 11

Free instrumentalsinging

tuition

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Moral

The Slave Trade Year 8

Free instrumentalsinging tuition

Spiritual

School Mass

Year 7 Mass at Aylesford

Prayer at the beginning of lessons

Music at assemblies

Carol Service

Nativity play at Carol Service

Participation in Children In Need

Concert

Rochester Cathedral AIDS Day service

Memorial services

Involvement with Zion Community

Cultural

Music of China Year 7

Caribbean Workshop

Music of Africa Year 8

Music of Indonesia India Africa

British Isles USA Caribbean Year 9 ndash

11

AG and T trip to the Southbank

Centre for Indonesian workshop

Theatre trips

School Pantomime

Music at assemblies

Vocal Workshop

Inter-school Vocal Project

Participation in Maidstone Carnival

Dance Workshops

Students performing at Christmas

Lunch

Concerts

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in Kent Kite Festival in

Mote Park

Participation in a competitive S Factor

Competition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Nativity play at Carol

Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Involvement with Zion

Community

Cultural

Music of Indonesia India

Africa British Isles USA

Caribbean Year 9 ndash 11

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Vocal Workshop

Participation in Maidstone

Carnival

Dance Workshops

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

GCSE Multi-Cultural Plays

Arranged for student to

attend orchestral pit of the

Lion King for a

performance (A Potter)

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble

demonstration

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Moral

Social

Key Stage 4

Whole School

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Music at assemblies

Vocal Workshops

Inter-school Vocal Project

Participation in Maidstone Carnival

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Concerts

GCSE Performance Evenings

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Kent Music Instrumental

Demonstrations

Trinity Brass Ensemble demonstration

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Social

Sixth Form

School PantomimeSchool

Production

Group work in Music and Drama

Carol Singing Maidstone Hospital

Participation in Kent Kite Festival in

Mote Park

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Various scripts in Drama

Participation in Children In

Need Concert

Free instrumentalsinging

tuition

Spiritual

School Mass

Prayer at the beginning of

lessons

Music at assemblies

Carol Service

Participation in Children In

Need Concert

Rochester Cathedral AIDS

Day service

Memorial services

Year 1113 Leavers Mass

Involvement with Zion

Community

Cultural

AG and T trip to the

Southbank Centre for

Indonesian workshop

Theatre trips

School Pantomime

Various scripts in Drama

Music at assemblies

Students performing at

Christmas Lunch

Concerts

Study of works by

Shakespeare Miller Brecht

Using poems as a stimulus

eg lsquoMid-term Breakrsquo

(Heaney)

Art as stimulus (Hopper

Hockney Grosz)

Arranged for student to

attend orchestral pit of

Lion King for a

performance (A Potter)

Participation in Kent Kite

Festival in Mote Park

Participation in a

competitive S Factor

Competition

Music at assemblies

Vocal Workshops

Various extra-curricular activities eg

Instrumental Group

ClarinetSaxophone Group

Participation in Children In Need

Concert

Students performing at Christmas

Lunch

Concerts

Music performances at The Pride of

Stocky awards

S Factor Competition

Performances at the Heart of Kent

Hospice Day Care Unit

Carol Service and following hospitality

Drama and Music trips eg plays

ballet

AG and T trip to the Southbank

Centre for Indonesian workshop

Year 56 Taster Days ndash older students

working with KS2

Pixl Choir (A Potter and R Barisic-

Cassidy represented the school)

Performances at the Heart of Kent

Hospice

Participation in a competitive S Factor

Competition

Opportunity to attend recording

studios to record tracks

Performances at Open Evenings

Performances at Presentation

Evenings

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Physical Education

Topic How does it impact SMSC

Year 78

Team sports

Outdoor and

adventurous

activities

Creative activities

Fitness

Students participate in a range of team activities encouraging

their social development Students develop spiritually by applying

their belief in fair play and respect for others with different

abilities and from different backgrounds to work as part of a

team They take on the role of officials in team sports to further

their moral understanding of what is right and wrong and

understanding the consequences of actions Students regularly

evaluate their own and others performance and provide

constructive feedback for improvement

Students work co-operatively in groups to solve problems and

achieve common goals They are encouraged to take

responsibility for conflict resolution within their team and work

with others outside of their usual social groups

Students have a willingness to participate in dance and

gymnastics allowing for cultural development Students are

required to use imagination and creativity in their learning

developing their spirituality They gain experience of dance from

different cultures

Students gain understanding of how to achieve and maintain a

healthy lifestyle whilst understanding everyone has different

fitness needs and influences They learn to work with others to

support them in developing their own health and fitness

Year 10 Core PE GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences effect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 11 Core PE

GCSE PE

Same as yr 7

Students study the following topics

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Healthy active lifestyles

Image influences in sport

Influential people

Resourcesocio-economic influences on sport

Opportunities to be involved in sport

Drugs in sport

Analysis of performance

In these topics students investigate the effect of each on

participation in sport They debate the morality of issues

such as drugs in sport and understand how different cultural

influences affect choices made by athletes

During their analysis of performance they reflect on how well

they perform and plan ways to help themselves develop and

progress

Year 12

Core PE

AS PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

Local study

National study

Analysis of performance

History of sport and how it has developed

Current trends in sport

Deviance in sport

Contemporary concerns in sport

The coursework requires students to study local and national

opportunities and influences in sport developing their cultural

understanding They reflect on their sporting performance and

plan ways to improve

They debate historical and current issues in sport and discuss the

morality of these

Year 13

Core PE

A2 PE

Students select a practical activity and take responsibility for

organising themselves into fair teams and officiating their own

games Students work well with others

Students study the following topics

International study

National study

Drugs in sport

History of sport

Group cohesion

The coursework allows students to look into the role of sport

in other cultures There is also opportunity to reflect on their

performance and imaginatively plan how they can develop

They debate the moral arguments regarding performance

enhancing drugs in sport

Extra-Curricular

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

The extra-curricular programme provides opportunities for all students to participate in additional

physical activities allowing them to further develop in the areas described in core PE The activities

offered vary termly

We also offer a range of fixtures against other schools allowing students to experience competition

against students from different cultures and backgrounds This allows them to show their strong

moral code through fair play and respect

An example programme is included below

Term 2 extra-curricular programme

Term 2 fixtures

Girls football and netball

Boys football and basketball

Lunch time After school

Monday 5-a-side football ndash year 7 SMD

Soccer Elite football academy ndash All ages

pound4session

Tuesday 5-a-side football ndash year 8 CWK

Badminton club ndash All ages LPST

Wednesday 5-a-side football ndash year 9

JRN

Netball training ndash Girls all ages

CWKLVHHN

Thursday 5-a-side football ndash year 10

SMD

1 Basketball trainingfixtures ndash all ages

SMDJRN

Friday 5-a-side football ndash year 11

HHN

Staff football

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Religious Education

Topic How does it impact SMSC

Year 7

Revelation and Faith

The Sacraments

Christianity and

other Faiths

An exploration and appreciation of Judaism and how

Christianity developed

An understanding of ldquoexilerdquo as part of Jewish

experience

The faith journey of the early Church

The sacraments as a means of developing a

relationship with God

Sin as a failure in our relationship with God and

others

An exploration and understanding of other religions

within their cultural contexts

Year 8

Creation

Covenant

The Paschal Mystery

The Mission of the

Church

The Church in Britain

Our moral responsibility to the environment as it is a

gift from God

Being stewards of creation heals our broken

relationship with God

An understanding of the spiritual and religious

connections between Judaism and Christianity

The sacrifice of Christ which has led to the promise of

eternal life

Christians are called to reach out to the marginalized

in society

Christians are to be ambassadors for Christ on earth

The importance of faith in peoplersquos lives

The commitment people showed to their faith

Year 9

Life as Vocation

Education in human

sexuality

An understanding that life choices are callings from

God to a life of fulfillment

An exploration of peoplersquos gifts and talents

An awareness of ldquospiritualityrdquo that resides within

each person

A realization that we are sexual beings

The moral responsibilities that we have in regard to

sexuality

The implications of our sexual actions for society

The positive teachings of the Church and their impact

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

St Markrsquos Gospel

on society

An exploration of Jesusrsquo teachings on faith and

society

Year 10 St Markrsquos Gospel

Marriage

Respect for Human

Life

Vocation in action

Prejudice and

discrimination

Crime and

Punishment

Christians are called to witness to Christian values in

society

An understanding of religion as a vehicle to develop a

relationship with God

The commitment of marriage

The importance of responsible parenthood

The sanctity of life and the impact of this doctrine on

modern society

An exploration of the divide between rich and poor

and a Christian response to this inequality

Ethical approaches to forms of prejudice and

discrimination whether it be from a societal or

cultural context

Recognizing that rehabilitation is a powerful means

of creating responsible citizens in society

Year 11 The Sacrament of

Reconciliation

War and Peace

Christian Vocation

The Afterlife

Euthanasia

Forgiveness as a way of healing on a personal and

societal level

The moral necessity of war and the alternatives to

war that can create peaceful societies

The role of the laity religious and ordained in society

The moral and spiritual impact believing in an

afterlife has on individuals and society

The value of human life and the extent to which it is

absolute

Year 12

The traditional

arguments for the

existence of God

The role of logic in attempting to prove the existence

of God and how this type of philosophical activity

affected faith and intellectualism in society

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Various ethical

approaches to moral

issues eg

Utilitarianism and itsrsquo

position on abortion

An evaluation of secular and religious ethical

approaches to moral issues that is relevant to

society

Year 13

Religious Experience

The Nature of God

Sexual Ethics

Business ethics and

the Environment

Death and the

Afterlife

The various ways people experience the presence of

God in their lives

The arguments that speculate as to what God is like

and how these arguments have shaped peoplersquos

lives

Evaluation of secular and religious approaches in

regard to sexuality

Secular and religious ethical approaches to business

and the environment are explored

Various beliefs about life after death are explored

Extra-Curricular

Retreats that afford students the opportunity to explore the role of faith and spirituality in their

lives

Student meditations

Masses and services led by priests from the local parishes

Groups of students explore their faith under the guidance of the Catholic Youth Worker

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Science

Topic How does it impact SMSC

Year 7

Desert Island

Alien Invasion

Hospital

The thematic approach in Years 78 helps to develop curiosity and

excitement in students

Students complete practical work in co-operative groups which

require teamwork to complete tasks So The physiology of human

reproduction is taught in the context of a loving

relationshipmarriage SpM Students study the solar system at

which time the origins of the universe are often debated in a simple

way considering the Scientific and Genesis descriptions of creation

SpC Students are encouraged to listen to each otherrsquos views in

debates and take them into account when responding SMSC

Year 8 Theme Park

Jurassic Park

Rock Concert

Students encounter work about food chains and webs which leads

into the simple beginnings of human impact on the environment M

Moral issues arise when discussing how our actions which benefit

our species can have detrimental effects on others

Students carry out a longer practical investigation into diffusion

which requires a team effort on planning as well as carrying out the

experiment in which students are encouraged to support each

other and must come to a mutually-agreed decision about how to

complete their practical work So

Many of the issues from Y7 also re-occur SMSC

Year 9 Biology

Chemistry

Physics

In Core Science students study the menstrual cycle which leads into

the use of artificial hormones to both reduce fertility and for fertility

treatment M The material is covered as required by the

specification and taught in the context of a loving

relationshipmarriage Sp C A moral debate is encouraged in

which students express their opinions on the ethics of fertility

treatment taking into account each otherrsquos views Students are

also encouraged to discuss such matters with their REPDW

teachers Sp There are also opportunities to openly discuss the

impact of humans on the environment for example when

considering the benefits of metal recycling So M The Big Bang is

also taught as per the specification and at this age students are

more capable of contributing positively when considering creation

debate Sp M So

Teamwork and collaboration continues through practical work

including the experimental aspect of Controlled Assessment So

Year 10 Biology

Chemistry

Physics

In Additional Science students must consider how scientists and

other individuals can have biased viewpoints and should be able to

recognize this bias M C Moral dilemmas also arise which can

provoke very thoughtful discussion especially amongst higher-

attaining students for example when considering Genetic

Modification and Cloning Students can have very strong views on

these matters which they are encouraged to share in an open

caring and supportive environment SMSC

Teamwork through practical work continues So

Year 11 Biology

Chemistry

Physics

For those students that go on to study the Triple Science the

following points also apply (most Year 11 are continuing with

CoreAdditional as mentioned in Year 1011 sections)

In Chemistry students study a Water topic in which the artificial

fluorination of water is discussed students must be able to present

a balanced case both for and against this Government-prescribed

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

public-health intervention So M In Biology there is a topic that

specifically deals with Human impact on the environment in which

students are challenged to understand and explain how our actions

are affecting our plant both globally and locally this can inspire

students to consider what they as individuals can do to help reduce

our negative impact eg on Deforestation or the build-up of plastic

waste SMSC

Year 12 Biology

Chemistry

Physics

At A-level Moral and Ethical issues arise on occasion and are

discussed and debated as prescribed in the curriculum

For example Drug development ndash including the ethicsmorality of

drug testing and the devastating effects of the use of medicinal

drugs in a manner that was not testedplanned for (eg

thalidomide) SMSC

Genetics and genetic modification ndash including the possible impact

of GM-crops with herbicide resistance (Monsanto Maize

glyphosphate resistance) SMSC

Radioactivity nuclear power and safely disposing of waste that

remains harmful over long periods of time Mo So C

Year 13 Biology

Chemistry

Physics

Extra-Curricular

Students are engaged in Science particularly encouraging Social development through various

activities such as Science clubs which focus on practical aspects the Enrichment days in which for

example students recently spent a day studying the work of Forensic scientists and trips the

engageinspire for example studying the design of theme park rides and the range of activities that

occur during National Science Week

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Social Science

Topic How does it impact SMSC

Year 12

Sociology - Family and

households SCLY1

What is the family

bullKnow the difference

between a family and a

household

bullUnderstand what is meant

by social construction

bullExplore Murdockrsquos study

of the family being

universal

Sociological perspectives on

the family

Functionalism New

Right Feminisms and

Marxism

The nature and extent of

changes within the family

Gender roles domestic

labour and power

relationships

Changing patterns

marriage cohabitation

separation divorce

childbearing and the life

course the diversity of

contemporary family

and household

structures

Spiritual ndash explore beliefs and experience of family as a

universal experience Understand beliefs and religion and

how this impacts on family life Reflect on individual

experiences of family life

Moral - explore impact of law on family structure Explore

ethical issues within the nuclear and extended family

including care of the elderly and children

Social ndash use a range of discussion and grouppair work to

complete tasks Discussion and debate essential parts of

this topic and require sensitivity and maturity

Cultural ndash knowledge and understanding of a range of

cultural factors and how these impact on family life Explore

a variety of socio-economic and cultural groups and the

experience that they have as families

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash conflict within the family and society caused by

social and gender inequality Capitalism Legal implications

Social ndashresolution of conflict within theoretic ideology

Cultural ndash historical and cultural influences on social theory

Society in its place and time

Spiritual ndashencourage students to reflect on their own and

others experience of family life

Moral ndash domestic violence and child abuse studied within

this unit

Social ndash students design research studies investigating dual

and triple divisions of labour and work together to complete

study

Cultural ndash gender role socialisation is explored in this unit

along with allocation of household labour and childcare

Students are encouraged to understand social change and

expectations of these issues

Spiritual ndashrespect for changing patterns of family life

including diversity of modern families

Moral ndash investigate changes in divorce and other family

laws Right to life and changes fertility patterns also

explored

Social ndash students study consequences of changing

demographics including migration immigration and the

aging population

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

The diversity of

contemporary family

What are the

differences between the

modernist and

postmodern approaches

to family diversity

Is the family changing or

in decline

How have the changes

in the family contributed

to family diversity

The nature of childhood

and changes in the status

of children in the family and

society

Is childhood a social

construction

What are the reasons

for the emergence of

the modern notion of

childhood

What is the future of

childhood

Sociology - Education and

research methods SCLY2

The significance of

educational policies

selection

comprehensivisation

and marketisation

Cultural ndash historical and global changes in population are

explored with students encouraged to look at their own and

others cultural positions on a number of topics including

Chinarsquos one child policy

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndash the consequences of living in postmodern society

with diversity as a main theme

Social ndashdeveloping an understanding of modern and

postmodern world including globalization and

commercialism

Cultural ndash knowledge of family changes globally and

understanding that family diversity is considered by a variety

of cultures and faiths in different ways

Spiritual ndash students are encouraged to consider their own

childhood experiences including primary socialisation and

the part that religion plays in this

Moral ndash investigate childhood in terms of toxic or angelic

How the law protects children and why

Social ndashstudents look at childhood as a social construction

including teenagers as a social group

Cultural ndash how does globalization and media impact on

childhood Socialisation and the impact of gender roles for

children

Spiritual ndash students consider how policy changes have

impacted on their own education in a Catholic School

Moral ndash understanding is developed about the impact of

policy on different experiences of education particularly on

wc students

Social ndashstudents engage with a number of debates

regarding experiences of school for a variety of social groups

and the impact the law has on these groups

Cultural ndash global education policies are examined and

inequality noted and explored

Spiritual ndash sociological theory encourages and enhances

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

The role and purpose of

education including

vocational education and

training in contemporary

society

How does education

teach children to behave

in certain ways

(Functionalism New

Right Marxism Post

Modernism)

Differential educational

achievement of social

groups

social class

gender

ethnicity

Relationships and

processes within schools

teacherpupil

relationships

pupil subcultures

the hidden curriculum

organisation of teaching

and learning

Research methods

Types of data

bull Primary and secondary

data

bull Quantitative and

qualitative data

bull Validity and reliability

bull Factors influencing choice

of methods

The research process

Choosing a topic

Choosing research methods

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Moral ndashexamination of the impact education has on norms

and values through secondary socialisation

Social ndash resolution of conflict within theoretic ideology

Cultural ndash the impact of New Right theory on the

development of educational policy and how this impacts a

variety of socio-economic groups

Spiritual ndash students are encouraged to consider their own

childhood experiences of school including secondary

socialisation and the part that religion plays in this

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos chances of educational achievement

Social ndashstudents look at education through a number of

social group experiences

Cultural ndash how does globalization and media impact on

education and chances of success

Spiritual ndash students are encouraged to reflect on their own

relationships within school including those with teaching

staff

Moral ndash investigation into hidden curriculum and the moral

and social consequences of

Social ndashstudents work in groups to investigate and research

relationships and processes within schools including setting

and streaming

Cultural ndash students are required to examine relationships

within their educational setting

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Experiments

Social Surveys

Questionnaires

Interviews

Observation

Secondary sources

Other types of research

Psychology ndash PSY1

Cognitive Psychology-

Multi-store and Working

model of memory

Accuracy of eye witness

testimony strategies for

memory improvement

Developmental Psychology-

Explanations of

attachment cultural

variations in

attachment Impact of

day care

Research Methods-

Ethical issues Validity

Science and

pseudoscience

BTEC Public Services

Public service skills

Employment in the

uniformed public services

Career planning

Health and fitness

Citizenship

Law and the impact of

crime

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral- Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Spiritual ndash throughout the course students are required to

reflect on a variety of subjects and issues They need to

develop their understanding of right and wrong from a legal

professional and moral perspective and often have to

encounter a variety of opposing views Students are

encouraged to make informed choices and enjoy learning

about the world they live in course work requires a creative

approach and they often work in small and larger teams to

achieve a common goal

Moral ndash Students study crime and reasons for crime They

also look at the criminal justice system and the part this

plays in moral life They understand the consequences of

their actions for future career and other plans

Social ndashstudents work together to ask questions observe

and impact the wider community both in and outside the

school environment Students take part in large scale

charitable events and challenges with an understanding that

the work they do will make a genuine difference to their

local area Students are required to communicate with a

number of different groups and practice their interaction

and communication skills in a variety of tasks

Cultural ndash students show willingness to participate in active

citizenship They look at a wide range of cultural influences

within their local and national area Students undertake a

lengthy investigation into the law the variety of agents of

law and court procedures

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Year 13

Sociology ndash Mass Media

SCLY3

Ownership and Control of

the media

Does it matter who

owns the media

Do the media provide

unbiased information

needed for an informed

citizenship

Theory ndash Marxist

Pluralist Functionalist

Cultural hegemony

Globalisation the media

and culture

What is globalisation

What part do the media

play in globalisation

The selection and

presentation of news and

moral panics

How is the news

constructed

What are the

consequences of moral

panics

Media representations

What are

representations of class

ethnicity gender

sexuality disability and

age

How have they changed

over time

Media effects and

audiences

What effects do the

media have on

audiences

Do the media make us

violent

New media

What are the new

media

How does the internet

affect news output

How do the new media

Spiritual - Exploration of responsibilities concerning use and

production of the media

Moral - Awareness of globalisation

Social - Self awareness and understanding of strengths and

weaknesses of metacognitive abilities Willingness to

participate

Social - Understanding own use of media and dangers

associated with it

Cultural - Digital Citizenship ndash first exploration into how

democracy is linked to technology and the media

Moral ndash recognizing that social characteristics play a large

part in an individualrsquos life chances and the media can

manipulate certain groups to their advantage and

disadvantage

Moral ndash Judgments responsibilities and rights

Moral - conflict - what is right and wrong in the presentation

of the news

Cultural - Understanding youth culture

Spiritual - Reflect on the actions of individuals and

themselves and how they contribute to the perception of

others

Social - How people relate to each other and differences

Moral - Respect and appreciation for differences

Cultural - Understanding that individuals are unique and

have a variety of talents and specialism not always

portrayed by the media

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

affect the democratic

process

What is the significance

of social networking

sites

Crime and Deviance with

research methods SCLY4

Deviance and control

theories

Definitions

Positive aspects of

crime

Social control

The functionalist

perspective Foucault

Hirschi ndash Social Bonding

theory

Strain and Subcultural

theories

Labelling theory

Patterns of crime

Crime recording

methods and limitations

Environmental approaches criminology of place and

time

Gender issues and

offending

Female offenders

Explaining female crime

Masculinity and crime

Edgework

Ethnicity and Crime

Why are some ethnic

groups more at risk of

victimisation

Why are some more

likely to be criminalised

Is the criminal justice

system institutional

racist

Occupational corporate and

environmental crime

Impact of corporate

crime

Impact of occupational

Social - Taking responsibility for own and others Managing

others and contributing to overall success of task

Cultural - Global communities and how we all are

responsible Becoming increasingly aware and utilising the

media to engage in digital citizenship and understanding the

importance of democracy and democratic processes and

procedures

Spiritual - Explore beliefs and experience respect faiths

feelings and values enjoy learning about oneself others and

the surrounding world use imagination and creativity

reflect

Moral- Recognise right and wrong respect the law

understand consequences investigate moral and ethical

issues offer reasoned views

Social - Investigate and moral issues appreciate diverse

viewpoints regarding the theoretical perspectives on crime

and deviant behaviour

Cultural - engage with the fundamental values of British

democracy

Social ndash appreciate that context is important when dealing

with crime figures and how they can be manipulated to

disadvantage certain groups

Cultural - understand the wide range of cultural difference in

approaches to crime including the impact of globalisation

Moral ndash recognise that social characteristics have a huge

impact on an individualrsquos experience of crime and the

criminal justice system That gender and ethnicity are

significant factors

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

crime

Globalisation and crime

Environmental and

green crime

Marxist responses

The criminal justice system

prevention policing and

punishment

Crime prevention and

community safety

Theoretical perspectives

on crime reduction

Police and society

Punishment

Suicide

Is suicide deviant

behaviour

Main sociological

theories of suicide

What methodologies do

they use

Methodological approaches

Feminism post

modernism

Interpretivist and

symbolic

Interactionalists

Research methods

positivism and

Interpretivism

Quantitative and

qualitative research

methods

Questionnaires and interviews in research

Secondary data

Ethics and research

Social policy and

research

Psychology PSY3

Relationships-

Formation Maintenance

and Breakdown of

romantic relationships

Cultural differences in

Social ndash individual liberty and fundamental British values

explored within the context of stop and search

Cultural - Appreciate cultural influences appreciate the role

of Britains parliamentary system understand accept

respect and law making and the impact it has on definitions

of crime and the social construction of deviance

Social ndash students are encouraged to investigate global crime

and the impact globalisation has had to the developing

world and crime

Moral ndash understanding of the impact behaviour has on an

individualrsquos experience of the criminal justice system

Develop respect for civil and criminal law

Spiritual ndash sociological theory encourages and enhances

students understanding of the world they think they already

know It fosters a curiosity beyond their understanding

Social ndash students investigate the impact of suicide on

families and society They are encouraged to understand

how recording of suicides has huge implications for society

and how the CJS uses a variety of methods to investigate

suicide

Spiritual ndash students discuss suicide within their own faith

and others

Moral ndash examination of the research process including

ethical considerations

Social ndashstudents are encouraged to examine how people

play a part in all research and how relationships form a large

part in the success of research

Cultural ndash students look at cultural influences on research

including ethnicity gender and social class

Spiritual ndash students reflect on research as a method for

examining social phenomena

Moral ndash students look at experiments and other research

including research of vulnerable groups

Social ndashstudents work together to ask questions observe

and interview the wider community both in and outside the

school environment

Cultural ndash students show willingness to participate in active

research within their own and others cultural settings

considering the impact and worth of these activities

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

relationship formation

Aggression-

Social Biological and

Evolutionary

explanations of

aggression

Eating Behaviour-

Attitudes to food

success and failure of

dieting

explanations for eating

disorders

Psychology PSY4

Depression

Depression ndash Diagnosis

and classification of

depression

explanations of

depression therapies

for depression

Media Psychology

Media influences on

social behaviour

persuasion attitude and

change

The psychology of

lsquocelebrityrsquo

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Cultural- Appreciate cultural differences whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Spiritual - Being reflective about beliefs regarding culture

theories of evolution and scientific research that help

students to inform their perspectives on life

Moral - Reflecting on morals values and more profound

aspects of human experience surrounding developmental

psychology

Spiritual - Using their imagination and creativity to explore

concepts further and develop curiosity in Psychology as well

as their learning

Moral - Developing and applying an understanding of right

and wrong through the use of the BPS guidelines and ethical

considerations

Moral - Allows students to explore morals and values

through unethical research previously conducted and

consider possible methods that could be employed as an

alternative

Spiritual - Students are able to reflect on those suffering

from psychological disorders and understand the

characteristics of the disorder

Moral - Students have the opportunity to evaluate various

research studies with regards to their ethical conduct as well

as establish views and reflect and challenge their own

beliefs and views within the topics studied

Spiritual - encouraging students to be more reflective

through the documentaries and case studies

Cultural - Appreciate cultural differences within the media

and those suffering from psychological disorders whilst also

developing awareness of and respect for diversity in relation

to gender race religion and belief culture sexual

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

orientation and disability through various research studies

conducted and social class discussions students engage in

Cultural - Appreciating cultural influences appreciate the

role the British Psychological Society has in shaping

research and how it is conducted within the United Kingdom

Extra-Curricular

Spiritual ndash Discussion and debate always expects students to be reflective and demands high

standards of consideration for a variety of perspectives and viewpoints

Social ndashStudents work together to ask questions observe and interview the wider community both in

and outside the school environment Students produce their own SS magazine and work together to

complete

Cultural ndash Students show willingness to participate in active research within their own and others

cultural settings considering the impact and worth of these activities

Spiritual - Willingness to participate in a variety of communities and social settings through various

educational trips

Spiritual - Encouraging students to be more reflective through the use of assessment and target

setting

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

Subject Supported Learning CentreCarmel Reflection Centre

Topic How does it impact SMSC

KS3 Golden Curriculum Programme

English LanguageLiterature small group support (follow

English SOW but differentiated)

(Key books covered-Walter Tull (Black History Month)

Shakespeare War HorseWar PoetryAnne FrankBoy in

Grey Striped PyjamasKensukersquos

KingdomFrankensteinHunger Games)

Social Use of Language Groups

Booster goups-LexiaRapid Plus Reading

Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing an appreciation of theatre music art

and literature Interest in investigating and offering reasoned views about moral and ethical issues

Taking part in a range of activities regarding social skills Beliefs religious or

otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values

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

Use of imagination and creativity in their learning Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from

different religious ethnic and socio-economic grounds

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

KS4 Supported Learning

Functional Skills Booster Courses in Literacy and

Numeracy Preparation for Work Life Course

ASDAN Life Skills Course and GCSE Leisure and Tourism

NCFE Equality and Diversity

Gaining well-informed understanding of the options and choices the students will face as they move through the school and onto the next stage

of their education and training

Encouraging students to develop curiosity n their learning as thoughtful

individuals Taking part in a range of activities regarding social skills Developing an appreciation of theatre music art and literature

Responding positively to a range of artistic sporting and other cultural activities Sense of enjoyment and fascination in learning about

themselves others and the world around them including the intangible Use of imagination and creativity in their learning Willingness to reflect on

their experience

Interest in investigating and offering reasoned views about moral and ethical issues Ability to recognize the difference between right and wrong and their readiness to apply this in their own lives Willingness to reflect on

their experience Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Sense of enjoyment and fascination in learning about themselves others and the world around them including the intangible Understanding and appreciating the range of different cultures within

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school

school and further afield Developing awareness for diversity in society eg race culture gender religion and belief Reflecting on beliefs values and more profound aspects of human experience Encouraging students to

develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or

outside of school

Extra-Curricular

WHOOSH (Wersquore Here After School Club)- Use of imagination and creativity in their learning Encouraging students to develop curiosity n their learning as thoughtful individuals

Sanctuary Club- Taking part in a range of activities regarding social skills Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others

Peer Mentoring and Young Interpreters Scheme- Taking part in a range of activities regarding social skills Developing awareness for diversity in society eg race culture gender religion and belief Developing the skills and attitudes that allow them to partake fully and positively in democratic modern Britain Understanding and appreciating the range of different cultures within school and further afield Beliefs religious or otherwise which form their perspective on life and their interest in and respect for different peoplersquos feelings and values Willingness to reflect on their experience Use of a range of social skills in different contexts including working and socialising with students from different religious ethnic and socio-economic grounds Willingness to participate in a variety of social settings cooperating well with others and being able to resolve conflicts effectively Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage Interest in exploring understanding of and respect for cultural diversity on a local national and international level

Carmel Reflection Centre- Interest in and understanding of the way communities function at a variety of levels Ability to

recognize the difference between right and wrong and their readiness to apply this in their own lives Understanding the consequences of their actions Interest in investigating and offering reasoned views about moral and ethical issues Willingness to reflect on their experience Reflecting on beliefs values and more profound aspects of human experience Encouraging students to develop curiosity n their learning as thoughtful individuals Developing and applying understanding of right and wrong in school life or outside of school