SMSC

Tattoo Project (Year 9) Autumn 2:
Students can understand the spiritual context of the African tattoo and how they are earned rather than being purely decorative.

African (Adinkra) (Year 8) Spring 1:
Students study the spiritual purpose of masks from African culture and how the Shaman speaks through them to convey the messages of the spirits.

Egyptian Project (Year 9) Spring 1:
Students study the beliefs of ancient Egyptians and their gods. Understanding the importance of rituals and symbols in an Egyptian’s life and death. (scarab beetle)

Sculpture Project (Year 11) Autumn 1:
Expressing feelings and thoughts in a 2D and 3D form.

Hundertwasser Project Year 8 (Autumn 1):
Pupils consider why protecting the environment is important? 

Graffiti Project (Summer 1):
Is Graffiti art?  Discussion as to the relevance of Graffitti when compared to painting etc.

Is it morally correct to deface public property or is it vandalism? When is Graffiti ok?

Bolivian Art Project Year 7 (Summer 2):
Artwork is made from recycled materials.

Bolivian masks often depict the distorted faces features of the slaves who worked in the mines in the mountains and suffered with severe altitude symptoms.

Tattoo Project (Spring 1):
Is it ok to exploit another culture in a purely decorative way? Should it be allowed? (Celebrity tattoos)

Egyptian Art Project Year 9 (Autumn 1):
Is it acceptable to raid tombs and remove sacred artefacts from them?

Portraiture/Distortion Project Year 11 (Autumn 2):

Exposing pupils to how the most unlikely materials can be used to create interesting shapes and forms which can be used to influence their work in the form of photography.

Understanding that items which people throw away can be appreciated for their visual beauty as they change over time physically

Modigliani Project Year 8 (Autumn 2):
Pupils are invited to empathise with the feelings and emotions of others in emotional circumstances. (Mental illness –Modigliani is known to have been suffering from mental illness which we now know is a treatable depression)

Graffiti Project (Summer 1):
Graffiti response to ‘Black Lives Matter’ in the form of a George Floyd representation in Manchester.

Bansky art battle with Robbo and how artwork can be used to make political statements about peace and injustice.

Conceptual Art (Summer 1):
Expose pupils to the artwork of contemporary artists such as Tracy Emin, Damien Hirst, deschamps etc who challenge us to think in ways which are opposed to tradition and can be quite controversial.  These types of artwork often require us to accept the ideas of other people are valid, even if we may not agree or like them.

Sculpture project Year 11 (Autumn 1):
Expressing feelings and thoughts in a 2D and 3D form. 

Portraiture/Distortion Project Yr11 (Autumn 2):
Pupils are invited to empathise with the feelings and emotions of others in emotional circumstances. (Mental illness, self image etc).

Pupils create photos which deal with challenging perceptions of beauty and acceptance and pressures to look a certain way by society and the media. Challenging vanity and conformity.

African (Adinkra) (Year 8) Spring 1:

Students study the spiritual purpose of masks from African culture and how the Shaman speaks through them to convey the messages of the spirits.

Bolivian Art Project Year 7 (Summer 2):

Introducing the work of Bolivian Artists who depict various religious and spiritual characters in the form of masks.

Pupils appreciate that a country’s history can influence the appearance of its artwork. 

Tattoo Project (Spring 1):

To expose pupils to the purpose of tattoos within Polynesia.

To be exposed to the cultural traditions/ceremonies of other cultures (HAKA)

Anti-Bullying Week:
To promote mutual tolerance, respect and understanding of each other and respect of others protected characteristics.(Autumn 2)

Children In Need:
The annual launch of the school’s active citizenship campaign in order to fund raise (Autumn 2)

Disability Discrimination:
To promote general awareness of different types of disability and how the use of some types of language can offend and lead to exclusion. Shared experiences and stories. (Autumn 2)

The Environment:
To raise awareness of latest environmental developments and to raise awareness of issues (Summer 2

Character Curriculum:
Character curriculum in order to promote and reward character traits such as citizenship, cooperation, conflict management, participation and leadership.

To promote work ethic and aspirations Role models who have to overcome adverse situations in their early years e.g. racism, poverty, loss, disabilities etc. (Autumn 1)

Resilience:
To promote resilience amongst our students and to provide strategies to deal with setbacks in different social contexts.(Autumn 2)

Sports awards/reflections:
To celebrate and reward effort, participation and achievement.(Autumn 2)

Managing stress:
Different strategies to manage stress in school and other social settings. (Spring 1)

Mental Health:
How society views and deals with mental health issues (Spring 1)

Internet Safety:
Guidance on how to stay safe on-line, where to report issues, rights, responsibilities and expectations (Spring 1)

Health Eating:
To promote healthy lifestyles and how to make good food choices (Summer 2)

Women in Engineering:
A celebration of the achievements and opportunities women have in engineering in the UK (Summer 2)

World Population:
Celebration of Analysis of population changes and a developments (Summer 2)

Black History Month:
An appreciation and celebration of people, achievements and events from black cultures both in the UK and worldwide. (Autumn 1)

Remembrance:
Remembering and celebrating the lives of soldiers of the Empire in WW1 (Autumn 2)

Women’s History Month:
An appreciation and celebration of women’s achievements both in the UK and worldwide. (Spring 1)

World Book Day:
To showcase local poets and performance poetry to inspire students (Spring 2)

World Creativity Day:
To inspire creativity and innovation (Summer 1)

Music Performance and Showcase:
To prepare students for events and to promote the arts (Summer 1)

Women in Engineering:
A celebration of the achievements and opportunities women have in engineering in the UK (Summer 2)

World Population:
Analysis of population changes and a developments (Summer 2)

E-safety & PREVENT (Autumn 1 Year 7)

“Inappropriate Content”

The SMART Rules for staying safe online.
Who are the BBFC and PEGI, and why do they provide age ratings?
How age ratings can protect us from viewing inappropriate or harmful content, and the impacts of this.

“Fake News”

Why is the news important and can we trust everything we see online?
What is the difference between disinformation, misinformation & opinion?

The CRAAP rules for spotting false information

How can false information be harmful?

How to report any concerns & find help online.

E-safety & PREVENT  (Autumn 1 Year 8)

Students complete three units looking at Online Hate, Sharing Nude Photos, and the legal and implications they may have on the individual. Students also watch an interactive film “First to a million”, which covers the impact of online behaviours and expectations. 

Students take part in whole-class discussions focussed around Stereotypes and extremism.

Issues in CS (Autumn 2/Spring 1 Year 9)

Students look at the use and impact of technology on everyday life, where it has been used to improve the standard of living and where tech companies may be abusing the power they hold.

GCSE

Computer Science impacts (Summer Year 11) 

Students consider the impacts and influence of computing in the areas of Ethics, Environmental and Legal. 

Business 1.5 external influences (Summer Year 10)

Students study business legislation, stakeholders, technology in business, and the economy & business.

E-safety (Autumn 1 Year 7 & 8,  Autumn 2 for Year 9)

Students consider various aspects of the use of technology. Students consider the safe use of digital devices when interacting with each other, making sure they are aware of the dangers of using digital devices and social media; including the accuracy of the information published in public forums; and how to report any concerns.

Students take part in whole-class discussions focussed around Stereotypes, extremism and radicalisation.

Digital Graphics (Summer 1 & 2 Year 9)

How images are edited within the media to make the subjects of the image look better than they actually are. Image conscious teenagers understand that images are airbrushed.

Issues in CS (Autumn 2/Spring 1 Year 9).Students look at the use and impact of technology on everyday life, where it has been used to improve the standard of living and where tech companies may be abusing the power they hold.

GCSE Business

PIE future ready programme (Autumn 2/Spring 1 Year 10)

A number of year 10 students complete the extra-curricular Future Ready Course run by Pursuing Individual Excellence (PIE). Students complete activities in areas including Digital, Cultural Capital, Community, Communication and Project Management.

Digital Literacy (Autumn Year7)

Students create persuasive and informative digital documents as part of a project to design an improved playground suitable for year 7. 

Issues in CS (Autumn2/Spring 1 Year 9)

Students will discuss how the advancements in technology affect the way we live, and the cost/benefit of this. 

Computer Science impacts 

GCSE (Year 11 Summer) 

Students consider the impacts and influence of computing in the areas of Ethics, Environmental and Legal. 

Business 1.5 external influences (Year 10 Summer)

Students study business legislation, stakeholders, technology in business, and the economy & business.

PIE future ready programme (Autumn 2/Spring 1 Year 10)

A number of year 10 students complete the extra-curricular Future Ready Course run by Pursuing Individual Excellence (PIE). Students complete activities in areas including Digital, Cultural Capital, Community, Communication and Project Management.

Year 7, 8 and Year 11 Citizenship builds on living in a community, rights and responsibilities. Within this, pupils understand that they are part of something greater than themselves.

(Year 7, Summer term, Year 8 Summer term, Year 11 Autumn and Spring term).

Living in a community. Rules, Rights and Responsibilities (Year 7, Summer term)

Law and the Justice
System
Youth crime
Young offenders
The Youth Court
Sentencing
Adult court

(Year 9, Summer term)

Social Inequality and Justice
(Year 8, Summer term)

Mutual respect

Extremism and radicalisation
(Year 11, Spring term)

All aspects of Citizenship impact our social understanding of rights, responsibilities and a healthy, functioning society.

The British constitution and institutions (Year 8, Summer term)
Political parties and the role of MPs (Year 8, Summer term)
How laws are made (Year 11, Spring term)
The principles and values that underpin British society (Year 11, Spring term)
Mutual respect and tolerance (Year 11 Spring term)
Voting (Year 11 Spring term)

Textiles (Year 7) 

Identity project, designing a photo frame, designs can be based on spiritual or religious beliefs.

All areas of the subject and all years at KS3.

Health and safety issues across all areas of DT in particular practical lessons in Resistant Materials and Cooking and Nutrition.

Year 8 Graphics on social media and the impact on self- image.

Environmental issues including recycling and the use of plastics in Year 8 & 9 Engineering design

All areas of the subjects and all years at KS3 with students working in groups and working together in practical situations.

Health and safety issues across all areas of DT in particular practical lessons in Resistant Materials and Cooking and

Nutrition where halal meat is used and special dietary needs are catered for across all.

After school clubs in green powered car and F1 in schools require students to use social skills in different contexts.

Welfare of workers and producers (Fair Trade)

Key Stage 3

Resistant Materials: The history of design movements. What consumers can do to protect the environment.

Engineering: The impact of energy sources and how this can be improved for the future. Eco houses.

Food Technology: Learning of a wide range of cookery skills from different cultures.

Textiles: Environmental awareness (materials, manufacture, use, disposal. The industrial revolution and the awareness of local history and the contribution to the textiles industry.

Key Stage 4

Resistant Materials: How technology is affecting work and employment opportunities.

Engineering: Supply chain culture of mass manufacture/smaller companies and batch.

Textiles: Local artists and designer visits to Manchester. Visits to MOSI.

Graphics: Cultural design styles from around the world which are linked to music genres. Symbolism - cultural colour association.

Adam and Eve Story (Year 9) Summer 1
Poetry study of A Poison Tree, Blake’s message about repressing anger and consequences of this.

Macbeth (Year 10) Spring 1
Witches and their relevance in Jacobean England. Duncan, comparison  to Jesus Christ and comparison of Lady Macbeth to Satan

A Christmas Carol (Year 10 & 11) Autumn 2
Ghosts are representations of Jesus in some respects. Dickens' critique of the church opens on a Sunday when all other aspects of life are closed.

An Inspector calls (Year 9) Spring 2
Christian responsibility, compassion, integrity and justice. The inspector as a mouthpiece for Christian society.

Private Peaceful (Year 8) Spring 2
Life after death, sins and punishment, waste of life.

Blood Brothers (Year 9) Summer 1
Manipulation through religious oaths

The Empress (Year 10) Spring 1
How the British Empire treated Ayahs and Lascars. Queen Victoria and Abdul Karim. Work on Gandhi and Victorian London.

Boy in the striped pyjamas (Year 7) Spring 2
Discrimination, compassion, friendship and tolerance. The treatment of Jews during WW2.

Poetry from other cultures (Year 8) Summer 1
Isolation, choice and immigration.

Private Peaceful (Year 8) Spring 2
Celebrates bravery and standing up for personal values

Hobson’s Choice (Year 8) Spring 1
Temperance v’s alcoholism. The acceptance of responsibility.

Of Mice and Men (Year 9) Spring 2
The predatory nature of human beings.

An Inspector Calls (Year 10) Spring 2
Inequality, respect and discrimination based on gender and class

Macbeth (Year 10) Spring 1
How power corrupts, the consideration of good and evil, wisdom, trust and integrity.

Magazines (Year 8) Summer 2
Students analyse the pressures caused by advertising in western communities. Discussions on the morality of manipulating people using their emotions.

Of Mice and Men (Year 10) Spring 1
Racism, class and disability discrimination, sexism and friendship

Hobson’s Choice (Year 8) Summer 1
Selfishness, alcoholism, lack of social responsibility. The difference between right and wrong choices. Free will and having no alternatives.

Poetry from other cultures (Year 8) Summer 1
Focus on where/when poems written and the social and status background of the writer

An Inspector Calls (Year 9) Spring 2

Socialism v Capitalism, a critique on the arrogance of the upper class.

Macbeth (Year 10) Spring 1
Justice and Humility

Hobson’s Choice (Year 8) Summer 1
Drinking problems, poverty for the working class.

Private Peaceful (Year 8) Spring 2
British Military Values

Magazines (Year 8) Summer 2
Students analyse the pressures caused by advertising in western communities. Discussions on the morality of manipulating people using their emotions.

Of Mice and Men (Year 9) Spring 2
The American dream and the great depression

Boy in the Striped Pyjamas (Year 7) Spring 2
German (Nazi) ideals and beliefs. Jewish traditions and beliefs

The Empress (Year 10) Spring 1
How the British Empire treated Ayahs and Lascars. Queen Victoria and Abdul Karim. Work on Gandhi and Victorian London

Climate and Biomes (Year 7)
Looking at human use of the arctic and how we are impacting ecosystems by our actions. 

Population (Year 8)
A focus on China helps us to understand the long term implications of population control and the use of the one child policy.

Industry (Year 8)
Secondary industry and fast fashion, we look at the social impacts of the fashion industry and how our increased consumption has an impact on less developed countries. 

Climate Change (Year 9)
Students cover the human cause of climate change and the impacts our actions are having on the planet’s climate system.

Social Development covers all human geography aspects of the curriculum as we look at development of countries, movement of people, the impact of industry and how actions in High Income Countries impact those in Low Income Countries, how quality of life varies across the world including settlements and employment opportunities.

Biomes (Year 7)
Students examine ways of life for people living in hot and cold desert environments. 

Population (Year 8)
China as a focus country includes cultural preference of boys compared to girls, the reasons behind this and the impact on society. 

The Development of Russia (Year 9)
Culture comparison for the urban and rural ways of life. 

The Growth of India (Year 9)
Cultural losses in globalisation are studied as we look at the idea of a shrinking world.

Medieval Beliefs Autumn 2 and Spring 1

Crusades, pilgrimage, importance of Church. 

Early Modern Beliefs (Year 8) (Autumn 1) 

Martin Luther, Reformation, heresy 

Spring 1 Industrial beliefs  - impact of the enlightenment (18th c) and science (19th) on belief and growth of religion in the 19th Century

Crime and Punishment (KS4)

Year 10- Spring 1/2/summer 1

Students learn about the development of crime and punishment over time.  

Year 9: British Empire and the slave trade (Autumn 1)

Throughout the whole programme of study, there are opportunities for paired work/group work. We also have opportunities for verbal discussion and debates where students present their different views.

Migration over time (Year 7) 

Pupils learn about migration to Britain from the Anglo-Saxons to the 1970's migration.

Power units(Year 8)

Pupils develop an understanding of the development of parliament and democracy and the decline in power of the monarch.

Enrichment: Year 7 trip to Clitheroe castle

David Olusoga University of Manchester lecture - Black and British History

An understanding of how Maths relates to the world. The skills of analysing data are taught from Year 7 to 11 to enable students to make sense of vast amounts of data available in the modern world around them.

Sequences, Patterns, Measures and ultimately the entire study of Mathematics was created to make more sense of the world around us and we enable each of our students to use Maths as a tool to explore it more fully.

Examples of spiritual lessons in maths:

Pupils consider the development of patterns in different cultures including work on tessellations and Fibonacci patterns.

The moral development of students is an important part of the mathematics syllabus. Pupils are taught to be aware of the use and misuse of data.

Examples of Moral lessons in maths:

Conducting an opinion survey on a moral issue.

Discussions on gambling and bookmakers during probability lessons.

Problem solving skills and teamwork are fundamental to mathematics, through creative thinking, discussion, explaining and presenting ideas.

Students are always encouraged to develop their mathematical reasoning skills, communicating with others and explaining concepts to each other. Self and peer reviewing are very important to enable pupils to have an accurate grasp of where they are and how they need to improve. Working together in pairs or groups and supporting others is a key part of maths lessons.

Examples of social lessons in maths:

Allowing discussion and debate on the use and misuse of statistics in the media.

Looking at graphs, for example, of crime rates, exchange rates and GDP.

Mathematics is a universal language with a myriad of cultural inputs throughout the ages. Students learn that there are various approaches to mathematics including the Chinese lattice method for multiplication. The ability to use exchange rates for foreign travel are also important life skills students will learn.

Examples of Cultural lessons in Maths:

Students investigating different number sequences and where they occur in the real world. e.g. Fibonacci

Higher groups may investigate the golden ratio as part of sequences and patterns.

Origins of algebra are taught in Year 7.

Pi day lessons on March 14th.

Allowing discussion on the cultural and historical roots of mathematics, such as Pythagoras’ theorem.

KS4 Year 10 Autumn 2
Spanish Compare festivals and celebrations, including religious ones, in target language speaking countries with those in the UK.

KS4 Year10 Spring 1
German Compare festivals and celebrations, including religious ones, in target language speaking countries with those in the UK.

KS4 Year 10 Summer 2 French
Compare festivals and celebrations, including religious ones, in target language speaking countries with those in the UK.

KS3 Year 8 Spring 1
Festivals and celebrations, including religious ones. Saying how they like to celebrate them and which ones in target language countries they would like to celebrate and why.

KS4 Year 10 Autumn 1 Spanish and French
Learn about the advantages and disadvantages of technology in everyday life.

KS4 Year 10 Autumn 2 German
Learn about the advantages and disadvantages of technology in everyday life.

KS4 Year 11 Autumn 1
Learn about how to reuse items, reducing waste and recycling and about ways of protecting the environment.

KS4 Year 11 Spring 1
The dangers of drugs, alcohol and smoking.

KS3 Year 9 Autumn 1
Different types of technology, uses and dangers.

KS4 Year 11 Autumn 2
Learning about different ways of volunteering. Learning about charities and voluntary work. 

KS4 Year 11 Spring 1
Learning about poverty and homelessness. 

KS4 Year 11 Spring 1
Learning about the dangers of drugs, alcohol and smoking.

KS4 Year 10 Autumn 1
Learning about the advantages and disadvantages of technology in everyday life.

KS3 Year 8 Summer 1
Learning about healthy eating and Summer 2 well-being – other ways to improve your lifestyle

KS4 Year 10 Summer 1
Compare festivals and celebrations, including religious ones, and customs in target language speaking countries with those in the UK. 

KS4 Year 10 Autumn 1 Spanish and French
Learning about free-time activities, including sports, going to the cinema, music concerts and give opinions about all of these in the target language. 

KS4 Year 10 Autumn 1 German
Learning about free-time activities, including sports, going to the cinema, music concerts and give opinions about all of these in the target language. 

KS3 Year 9 Autumn 2
Music Genres
Profile of a TL country musician / band. 

KS3 Year 7 Summer 1
Learning about sports/hobbies, famous TL countries sports and sports people and the Olympic games.

KS3 Year 9 Spring 1
School life in TL countries and post 16 options compared to the UK. 

Enrichment:

Annual trips: Berlin and Barcelona

Year 7 - Scheme: Video Games.

Students are given the opportunity to use their imagination & creativity in their learning as they compose a piece of music.

Year 8 - Scheme: Programme Music

Students are given the opportunity to use their imagination & creativity in their learning as they compose a piece of music.

Year 8 - Scheme: World Music

Students learn about the world around them. Learning about music & culture all round the world.

Year 9 - Scheme: Film & TV

Students are given the opportunity to use their imagination & creativity in their learning as they compose a piece of music.

GCSE Music - Scheme: Composing

Students are given the opportunity to use their imagination & creativity in their learning as they compose a piece of music.

Tech Award - Schemes: Performing, Creating & Performing Arts

Students are given the opportunity to use their imagination & creativity in their learning as they compose a piece of music

All Music Lessons

Students are taught the consequences of their behaviour and actions. The department has a strong rewards system. Students work hard to collect 5 excellence stickers each term, to earn a badge & an invite on the London Music Rewards Trip. Students are taught that working hard can lead to positive experiences

Most Music Lessons

Students listen to the work of their peers and provide feedback. Students learn to appreciate the viewpoints of others.

Extra-Curricular Music

During ensemble sessions, students learn to appreciate the viewpoints of others.

Year 7, 8 & 9 - Scheme: Ensembles

Students develop their social skills by working with others from different backgrounds. Students also learn the need to cooperate well with others, be respectful & tolerant as they work together to learn & perform pieces of music. Students learn a vast array of ensemble skills that allow them to participate fully & positively in life in modern Britain.

GCSE Music - Scheme: Performing

Students develop their social skills by working with others from different backgrounds. Students also learn the need to cooperate well with others, be respectful & tolerant as they work together to learn & perform pieces of music. Students learn a vast array of ensemble skills that allow them to participate fully & positively in life in modern Britain.

Extra-Curricular Music

Students develop their social skills by working with others from different backgrounds. Students also learn the need to cooperate well with others, be respectful & tolerant as they work together to learn & perform pieces of music. Students learn a vast array of ensemble skills that allow them to participate fully & positively in life in modern Britain.

Year 7 - Schemes: Elements & History of Music & Musicals

Students listen & learn a wide range of music from a variety of different cultures & traditions, learning to appreciate a wide range of music in the process.

Year 8 - Schemes: World Music & Classical Music

Students listen & learn a wide range of music from a variety of different cultures & traditions, learning to appreciate a wide range of music in the process.

Year 9 - Schemes: Rock & Pop & 21st Century Music

Students listen & learn a wide range of music from a variety of different cultures & traditions, learning to appreciate a wide range of music in the process.

GCSE Music - Scheme: Appraising

Students listen & analyse a wide range of music from a variety of different cultures & traditions, learning to appreciate a wide range of music in the process.

Extra-Curricular Music

During the school year students are given the opportunity to participate in a variety of events & trips; Winter Concert, Hyde on Tour, GCSE Recital Evening, London Trip, Access College Trip & the Halle Orchestra Trip. These experiences allow students to participate in artistic & cultural experiences.

Physical activity quiets the mind and fuels the soul in many ways:

Mobilises and reduces stress hormones
Decreases tension and inflammation in the body

Improves heart rate variability and physical resilience to stress

Boosts positive endorphins that encourage an optimistic mindset

Supports focus on the present moment, gratitude and appreciation

The better you feel physically, the better your spiritual life and sense of well-being.

All pupils are taught to abide by the rules of sport and respect for officials in PE lessons.

Sportsmanship and gamesmanship is promoted in all lessons, and is a bespoke part of the GCSE PE Specification

In GCSE PE, Pupils are taught about ethics and sport, including the use of Performance Enhancing Drugs in Sport

The very nature of sport requires cooperation, teamwork and good communication. 

Pupils volunteer to help run after school clubs and become Sports Captains receiving a sports captain shirt if they do so. 

The PE department gives pupils the opportunity to compete with and against pupils around Tameside of many different religious, ethnic and socio-economic backgrounds.

PE encourages a willingness to participate in sporting opportunities that will help to develop positive attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Examples of Cultural lessons in Physical Education:

Learning about the developments of sports in different countries

Learning where different sports originate from and what the national sports of different countries are.

World Cups and Olympic games

Exploring and respect a variety of different cultural dances

Gaining an understanding of different sports and their foundations

Use of international examples of different athletes and their achievements

Cultural engagement through elite performers both at school and in their own sporting
environment.

The study of religious practices allow both religious and non-religious pupils to understand and develop their spirituality, for example, through teaching the Five Pillars of Islam pupils learn the intrinsic benefits of praying five times a day (refreshment, meditation, five second chances!) and through the teaching of Christianity, students learn the personal impact of forgiveness and explore the emotional difficulties that are connected to this.

Non-religious pupils are explicitly encouraged to explore personal activities that they associate with personal spirituality through our Year 8 unit ‘Religion in Britain’ (Year 8, Term 1)

Students will explore the spiritual aspects of religious festivals, rites of passage, and communal worship ('belonging') within a number of religious and non-religious traditions. Spiritual development is also promoted through the study of other major world faiths at Year 7 such as through the concept of Dharma in Buddhism and Hinduism, and the personal impact of Sewa in Sikhism (Summer 2)

Although spirituality runs through the RE content, specific lessons to reference include:

What do Jews believe and do?
What is the Sabbath?
What do Christians believe and do? (Autumn 1)
What do Muslims believe and do?
What is the purpose of this life?
What do Sikhs believe and do?
What is Sewa?
What do Hindus believe about life after death?
What are the Four Noble Truths? (Summer 1).
The Five Pillars of Islam. (Autumn 2).
What do religious people say about second chances?
What is an expression?
How do religious people express themselves through rites of passage?
Can non-religious people believe in life after death?

Moral development is promoted through the exploration of a variety of moral issues referring to religious and non-religious influences including following rules, breaking unjust laws, the nature of punishment on a physical and spiritual level, want, decisions involving end of life care, charity and service, human rights, forgiveness, personal relationships, racism, prejudice and discrimination, the nature of radicalisation and extremism, respect for beliefs and in our crossover into PSHE content such as the treatment of people with addiction and those whom addiction may impact.

It is very unusual for an RE lesson not to cover moral development and therefore a specific list of lessons is detailed in the RE programme of study.

Social development is holistically acquired through the discussion and debate of moral issues and collaborative learning from Years 7-11

It’s a key requirement in RE to develop and enable emotional resilience, empathy and sympathy.

Areas of social development include that may not be seen in other aspects of the curriculum include:

Responding to death (Year 9) Spring 1.

The nature of evil and suffering (GCSE Unit 1)

Social and personal injustice and how to respond to this (GCSE Units 5 and 6)

Values such as compassion, forgiveness and justice run throughout RE from Years 7-11

Social Development is holistically acquired through the discussion and debate of moral issues and collaborative learning from Years 7-11

Six world religions, denominations within, divergent views and traditions and everything that this encompasses are studied by all years throughout school.

Non-religious world views are also considered and valued throughout our KS3 and GCSE content.

Pupils explore the impact of diet, exercise, sleep and friendship on morale and mental health (Year 7, Autumn term);

Pupils explore the impact of positive, committed and respectful relationships (Year 8, Autumn term; Year 9 Autumn term; Year 10 Autumn term);

Pupils explore holistic methods of dealing with stress, anxiety and depression (Year 8, Autumn term);

Pupils understand the impact that trauma or addiction can have on the spirit, and develop empathy (Year 7 ‘Bullying’; Year 8 ‘Nature of Addiction’ Year 9 ‘Radicalisation’)

Pupils debate the impact of rest from smart devices on their spirit (Year 9 'Smartphones and Risk-Taking')

Pupils are explicitly taught right and wrong at a ‘domestic’ (and therefore universal) level:

Bullying (Year 7)
Peer Pressure and being Assertive (Year 8)
The impact of Drugs and Alcohol (Year 8)
Exploitation and County Lines (Year 8)
Risk Taking (Year 9)
Exploitation and Abuse in Relationships (Year 9, Year 10).

All aspects of RSHE impact our social understanding of rights, responsibilities and healthy, functioning society

All lessons, where appropriate, emphasise British cultural norms and values. Pupils are aware of legislation that protects these values.

Pupils are aware of unhealthy aspects of British culture, and cycles of inequality.

Ethical issues of using embryos in stem cell research
(Year 10 Autumn 1).

The use of contraception (Year 11 Autumn 2)

Practical work done in groups offers students a chance to develop their skills in working together.

The Year 7 Science club and Science trips allow students to participate in Science together outside of the classroom.

Cultural capital tasks have been developed for KS3 Science units allowing students to develop a broader understanding of Science beyond the classroom and the importance of the local area for scientific development.

One of these cultural capital activities is included for every three units at KS3. The choice of the cultural capital material taught is at the discretion of individual teachers and does not follow a formal POS.

Some of the materials available are:

• Newton: Pandemics and Lockdowns
• John Dalton and the Atom
• James Joule and Energy
• Louise Brown and Test Tube Babies
• Jodrell Bank and the Moon Landing
• Tuberculosis and Isolation Hospitals
• Woolworth’s Fire in Manchester