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Spiritual, Moral, Social and Cultural (SMSC)

Lead: Mrs Davies

What is SMSC?

SMSC stands for Spiritual, Moral, Social and Cultural development.
All schools in England are required to show how well their pupils develop in SMSC and, at West Kirby School and College, we work hard to ensure that SMSC development runs through the heart of everything we do. We actively track and monitor this using 'SMSC Gridmaker'.

Our pupils are offered a wealth of experiences linked to each of these aspects:

Spiritual

Exploring beliefs and experiences; respecting faiths, feelings and values; enjoying learning about oneself, others and the surrounding world; using imagination and creativity and learning about reflection.

Moral

Recognising right and wrong; respecting the law; understanding consequences; investigating moral and ethical issues and offering reasoned views.

Social

Using a range of social skills; participating in the local community; appreciating diverse viewpoints; participating, volunteering and cooperating; resolving conflict and engaging with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.

Cultural

Appreciating cultural influences; appreciating the role of Britain's parliamentary system; participating in culture opportunities and understanding, accepting, respecting and celebrating diversity.

 

To find out more how our pupils experience SMSC activities please read below:

SMSC coverage - Key Stage 1,2 & Pathfinders

 

We promote spiritual 

development by

We promote moral 

development by

We promote social 

development by

We promote cultural 

development by

English

Happily Ever After

Pupils use their imagination and creativity to make up their own stories with predictable and patterned language.

 

Light Up the World

Pupils use their creative and imaginative skills in drama to develop their learning about dark and light.

 

Unity in the Community

Pupils use their imagination to create a fantasy neighbourhood.

 

The Something

Little Red

Using imagination to write labels, captions, speech bubbles and plan/write stories.

Happily Ever After

Pupils learn moral lessons from the fairy tales studied e.g. Cinderella, The Ugly Duckling.

 

Global Dimensions

Land Ahoy!

Pupils learn about the environmental impact of different modes of transport.

Happily Ever After

Pupils work together to put on a puppet show.

 

Inter-Nation Media Station

Pupils learn to participate and cooperate in media interview settings.

 

Global Dimensions

Unity in the Community

Pupils learn about how to tackle conflict in the community by treating others as they wish to be treated.

 

 

 

Come Fly with Me! Arctic Circle

Pupils learn about stories from other cultures.

 

Global Dimensions

Come Fly with Me! Arctic Circle

Pupils learn about identity and the importance of culture as part of this.

 

Happily Ever After

Pupils learn about Denmark’s most famous storyteller, Hans Christian Andersen.

 

Global Dimensions

Unity in the Community

Pupils learn about different customs and traditions that exist in different communities.

 

Global Dimensions

Zero to Hero

Pupils learn about the importance of respect for everyone within the school community.

Pupils also learn about different customs and traditions that exist in different global communities.

 

Maths

Happily Ever After

Pupils use their imagination and creativity to make a fairy tale castle using 2D and 3D shapes.

 

White Rose

Learning to use money and to share set amounts.

 

Science

 

Going Wild!

Pupils learn about the moral and ethical issues around humans’ role in endangering species and habitat loss.

 

Happily Ever After

Pupils learn how to look after living things.

 

Light Up the World

Pupils learn about the importance of solar power as a sustainable energy source. They also learn about ways to save electricity.

 

 

 

 

 

 

 

 

 

 

Art

Zero to Hero

Pupils learn about Christy Brown and how he was able to use his creative talents in spite of his disability.

 

Come Fly with Me! Arctic Circle

Pupils learn about the Inukshuk as a symbol of friendship.

Come Fly with Me! Arctic Circle

Pupils learn about how Inuksuit were traditionally used by the Inuit as directional markers.

 

Unity in the Community

Pupils learn about the work of Cesar Manrique and his cultural influence on his local environment.

Computing

 

Going Wild!

Pupils learn about animal welfare using specific websites.

Inter-Nation Media Station

Pupils work together to create a multimedia broadcast.

 

Design 

Technology

Happily Ever After

Pupils learn how to reflect on their own experiences in designing and making for a client, developing empathy and curiosity.

 

Land Ahoy!

Pupils learn how to reflect on their own experiences in designing and making for a client, developing empathy and curiosity.

 

 

 

 

Zero to Hero

Pupils are to show empathy in designing a gift for someone from a different background to them.

Geography

Land Ahoy!

Pupils learn about the world around them, developing a sense of enjoyment and fascination.

 

Unity in the Community

Pupils learn to appreciate their

immediate locality.

Unity in the Community

Pupils learn about the consequences of anti-social behaviour.

Pupils also learn about how their local area could be improved.

 

Come Fly with Me! Arctic Circle

Pupils learn about different customs and traditions.

 

Inter-Nation Media Station

Pupils learn about how satellite TV exposes us to different cultures, as we watch TV from all over the world.

 

 

 

 

 

 

 

Music

 

 

Inter-Nation Media Station

Pupils work together cooperatively to compose radio jingles.

 

Land Ahoy!

Pupils work collaboratively to compose a graphic score.

Come Fly with Me! Arctic Circle

Pupils learn about traditional Inuit throat singing.

 

Zero to Hero

Pupils learn about cheerleading.

History

Zero to Hero

Pupils learn about a range of people’s feelings and values.

 

 

Unity in the Community

Pupils learn about how their local area has changed over time, for example, due to religious or socio-economic reasons.

 

Zero to Hero

Pupils learn about examples of gender discrimination in some cultures.

PE

 

 

Happily Ever After

Pupils learn to participate in and respond positively to emotions-based dance stimuli.

 

Light Up the World

Pupils work together to produce a dance composition.

Come Fly with Me! Arctic Circle

Pupils learn about traditional Inuit drum dancing.

 

 

 

 

 

 

 

PHSE

Unity in the Community

Pupils learn about what it means to belong to different communities e.g. faith group, interest group.

 

Come Fly with Me! Arctic Circle

Pupils learn about vegetarianism / veganism and the reasons why some may choose to be one or the other.

 

Happily Ever After

Pupils learn about what bullying is and why it is wrong.

 

Inter-Nation Media Station

Pupils learn about E-Safety.

 

Light Up the World

Pupils learn about the consequences of behaviour and actions, especially in managing emotions.

 

Unity in the Community

Pupils learn about working for the good of the community.

 

 

Going Wild!

Pupils develop teamwork and co-operation skills.

 

Happily Ever After

Pupils learn about what bullying is and why it is wrong.

 

Inter-Nation Media Station

Pupils learn to debate, taking turns to speak and interact positively.

 

Land Ahoy!

Pupils learn about rules and expectations. They also learn about the importance of sharing.

 

Unity in the Community

Pupils learn about working for common goals.

 

Come Fly with Me! Arctic Circle

Pupils learn about the importance of cross-cultural friendships.

 

Zero to Hero

Pupils learn to recognise and respect similarities and

differences between people.

SMSC coverage - Key Stage 2 - Adventurers

 

We promote spiritual 

development by

We promote moral 

development by

We promote social 

development by

We promote cultural 

development by

Science

Come Fly With Me! Africa

Pupils enjoy learning about the natural world, specifically different animal groups.

 

 

 

 

 

 

 

 

Art

 

 

 

Picture Our Planet

Pupils learn about Brazilian artist, Romero Britto, as part of cultural diversity.

Under the Canopy

Pupils engage in artistic opportunities linked to the rainforest.

Computing

“That’s All, Folks!”

Pupils use their imagination and creativity to become animators. 

 

Athens v Sparta

Pupils learn about malware and how it can give malicious users access to computer systems.

 

 

Design 

Technology

Lightning Speed

Pupils learn how to reflect on their own experiences in designing and making for a client, developing empathy and curiosity.

 

Lightning Speed

Pupils debate motives and develop a deeper understanding of right and wrong by looking at the Evil Genius character.

 

 

Picture Our Planet

Pupils become familiar with the history of, as well as have the opportunity to make traditional Scottish tablet.

 

Under the Canopy

Pupils learn how to reflect on their own experiences in designing and making for a tribal child, developing empathy and curiosity.

 

Geography

Picture Our Planet

Pupils learn about Brazilian landmark, Christ the Redeemer.

Under the Canopy

Pupils gain an appreciation of the world around them.

Cry Freedom
Pupils learn about slavery around the world.

Picture Our Planet

Pupils are made aware of moral issues around deforestation, pollution and endangered species.

Under the Canopy

Pupils consider how to raise awareness of the consequences of not conserving and sustaining the world’s rainforests.

 

Picture Our Planet

Pupils are made aware of social issues around deforestation.

 

Picture Our Planet

Pupils learn about Brazilian, Scottish and Fijian culture.

 

 

 

 

 

 

 

PHSE

 

Athens v Sparta

Pupils learn to recognise bullying behaviour and understand its impact.

Come Fly With Me! Africa

Pupils learn about why it is important to care for and protect animals.

Cry Freedom
Pupils are taught about child labour.

Lightning Speed

Pupils reflect on the issue of online safety and the consequences of bad internet choices.

“That’s All, Folks!”

Pupils learn that everyone has different strengths and weaknesses, promoting respect for individuals. 

Pupils also engage with members of the community who have achieved their goals.

Athens v Sparta

Pupils work collaboratively towards an end goal.

Come Fly With Me! Africa

Pupils learn about what it means to be part of a community.

Law and Order

Pupils recognise why rules are needed in different situations and the importance of participation.

 

Under the Canopy

Pupils identify ways in which they are connected to others.

Cry Freedom
Pupils are taught about diversity and the need for tolerance.

Law and Order

Pupils learn about justice and the UDHR.

 

SMSC coverage - Key Stage 3 and 4 

Subject

Spiritual

Moral

Social

Cultural

Art

Yr. 7 - pupils look at the wonder of the world around them, through studying Colour and Landscape art.

Yr. 8 - Through the textile unit’s pupils will investigate visual, tactile and other sensory qualities of their own and others work.

Yr. 9 - Within the Photography project pupils reflect on where they have seen photographs and where they have taken them.

Yr. 10/11- 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-identity. Independent reflections on own work through self-evaluations.

 

Yr. 7- pupils discuss cartoon graffiti artists and the law.

Yr. 8 - through the recycled art project pupils discuss the consequences of their actions on the planet.

Yr. 9 - In Photography they discuss photojournalism and whether it always is a truthful representation of events

Yr. 10/11 -Students explore aesthetics- and are given the opportunity to give an opinion as to what looks good and what does not.  All students are taught to understand and read an artwork 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 view.

Yr. 7 - pupils look at the theme of Identity in art and discuss differences and similarities

 

Yr. 8 - pupils work collaboratively to produce artworks relating to the recycled art theme.

 

Yr. 9 - pupils in the architecture unit discuss site specific work.

 

Yr. 10/11 - pupils take part in group critics where they comment on and respond to each other's work and ideas.

Yr. 7 -Pupils look at cartooning and animation and cultural influences on it.

 

Yr8 - look at the Pop Art movement and its cultural influences.

 

Yr. - 9 - Pupils look at the work of John Piper, his role as war artist, his images or pupils and stained glass.

 

Yr. 10/11Students will develop their knowledge and understanding of artist’s 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.

 

Drama

Yr. 7 - Silent Movies - students develop their physical acting skills by exploring the genre of Silent Movie

Yr. 8 - How can we use symbolism & metaphors in performance?

Developing

Ensemble skills to create abstract drama

 

Yr. 9 - What type of theatre is more powerful, naturalistic or non-naturalistic? Explore a range of performance styles including Brecht, Stanislavski, Berkoff

 

Yr. 9 - Using a piece of text to experience role play, improvisation and style

 

KS4 - Young people show how they are developing their interest, knowledge and skills in a creative Arts

 

Yr. 7 - Drama Conventions - using The Arrival by Shaun Tan students will explore themes of migration and change using a range of drama conventions.

 

Yr. 7 - Using historical facts to develop empathy, leading to a performance using the conventions to show the journey and life of an Evacuee

 

Yr. 9 - Can drama help us be healthy?

Theatre in Education – explore the effects of Mental Health and how to educate a Year 6 audience on the signs and how to get help

 

KS4 - Young people use simple research methods to find out about an artist/ craftsperson or arts practitioner who inspires them and communicates what they have learnt.

Yr. 7 - Using historical facts to develop empathy, leading to a performance using the conventions to show the journey and life of an Evacuee

 

Yr. 8 - Exploring the true story of the disappearance of Dan Nolan – students explore the range of drama conventions & style of Verbatim Theatre

 

Yr. 8 - Commedia and Pantomime

Students to develop their physical comedy skills over a series of teacher led workshops, including the art of slapstick to retell a fairy-tale as a pantomime

 

KS4 - Young people plan to pass on their arts skill/knowledge to others by leading a short workshop or presentation which includes an explanation of their skills. They review how it went.

Yr. 7 - Greek Theatre – To explore the beginnings of theatre, including the amphitheatres, Greek mythology and features of Greek performance

 

Yr. 7 - Macbeth – Students will explore plot, character, language, structure

 

Yr. 8 - Romeo and Juliet - Exploring plot, character, language & structure of a tragedy

 

KS4 - Young people go to at least one arts event. They reflect on why they enjoyed it, the quality of the event and the art form involved. They then share their views with others.

 

 

English

Yr. 7 - Pupils study a range of poetry and analyse meaning

Yr. 8 - Pupils discuss the concepts of dystopia and utopia

Yr. 10 - Pupils study the play Blood Brothers and look at the power of fate

 Yr. 9 - pupils study seminal world literature and different cultures

All pupils - Get the opportunity to exercise their  imagination through creative writing

 

 

Yr. 7 - Pupils study newspapers, television and media. Pupils analyse the impacts that media has on society

Yr. 7 - Pupils study fairy tales and the art of storytelling; analysing morals in stories

Yr. 8 - Pupils study various plays by Shakespeare e.g. Romeo and Juliet

 Yr. 9 - Pupils study War Poetry to help understand the moral dilemmas surrounding war 

Yr. 9 - Pupils study Charles Dickens and read Oliver Twist

Yr. 9 - Pupils study the novel War Horse

Yr. 9 - Pupils study Hamlet

Yr. 7 - Pupils study the theme of childhood and read The Boy by Roald Dahl

Yr. 7 - Pupils study the novel Skellig which looks at family dynamics

Yr. 8  Pupils study  “Romeo and Juliet” which looks at parental responsibility

 Yr. 10 - Pupils study the play Blood Brothers and discuss social injustice

Yr. 10 - Pupils develop their speaking and listening skills through debate

Yr. 10 - Pupils research different political parties

Yr. 10 - Pupils analyse famous speeches

Yr. 8 - Pupils study poetry from different cultures

Yr. 8 - Pupils study short stories from different cultures and look at identity

Yr. 8 - Pupils study travel and tourism writing and journalism

Yr. 9 - Seminal world literature and different cultures

 

 

DT

All - Pupils develop skills that can be used throughout their lives.  Practical skills gained in this subject can positively affect the wellbeing of pupils as they gain resilience through solving problems and fixing things.

KS4 DT - Pupils respond to briefs that focus on religious artefacts, researching faiths and cultures to influence practical outcomes.

Yr. 9 - Pupils have researched and designed products that meet the needs of users with mobility problems.

Yr. 9 - Pupils evaluate how built-in obsolescence in new products has led for a ‘throwaway’ culture.

Yr. 9 - Students investigate offshore manufacture of mass produced products in developing countries by multinational companies.

 

Yr. 8 - Have created sustainable bug hotels that are recycled and biodegradable.

 

KS4 DT - Pupils research and design products that follow the principles of upcycling and sustainability.

KS4 DT - Pupils carry out research interviewing peers in order to gain responses to their own work.

Yr. 8 - Pupils study: Life on Mars.  Pupils consider habitat, lifestyles and the prospect of humans living on Mars.

 

 

.Yr. 9 - Pupils research British designers and how they have affected cultural movements within the design timeline.

Yr. 9 - Pupils investigate how tolerance of different cultures to avoid offence influences the designing and manufacturing of products.

 

 

 

Computing

Pupils develop empathy for those without technology and how this affects their life. KS4

 

Pupils discuss the evolution of technology and how that helps/hinders humankind (weapons / the internet / social media) -

KS3 / 4

Pupils learn how legal, ethical, safety and security issues affect how computers should be used. - KS3/4

 

Pupils investigate online safety - KS3/4

 

 

 

 

Pupils investigate the digital divide- KS3/4

 

Pupils learn how to report and tackle online issues such as cyberbullying including designing posters/websites etc. - KS3/4

 

Pupils collaborate online with each other and staff - KS3/4

 

Pupils create content for specific audiences. - KS3/4

Pupils use ethical and lawful access to images and sounds not infringing copyright - KS3/4

 

Pupils look at the effect of mechanisation upon industry and the workforce. KS3/4

 

Pupils investigate how to solve issues for businesses using technology KS4.

Science

Ks3- Promoting a lifelong interest in science and  looking to work scientifically whilst  looking at how to plan and use investigations then analysing and evaluating data.

KS4- Pupils investigate the evolution of organisms through examining evidence.  Pupils discuss the encroachment of man on habitats and the decrease in animal populations.

KS4 - students learn about different forms of contraception, also that some religions are against use of contraception.

 

 

 

 

Ks4- pupils study the moral dilemmas of Stem cell use, fertility treatment, Genetic engineering and cloning.

KS3 and 4 - Energy resources - focus on renewable energy and the impact on the environment.

KS3 and 4 - Deforestation and the global consequences.

KS4 - chemistry combustion of hydrogens and the haber process and the impacts of global warming and acid rain on the environment.

Ks3- Pupils study the effects on individuals and communities caused by drugs and alcohol

KS3 and KS4 working collaboratively during investigations, discussing results and improving reliability.

KS4 &3- Pupils investigate how diet and lifestyle can affect a person's health and the implications on the health service and society.

Ks4- Pupils study the cultural effects of drug taking and its causal link to diseases.

 

Ks3 and 4- Pupils will look at scientific contributions and theories from different cultures and nationalities.

KS4- Pupils investigate the effects of the rapid population growth of humans and the consequences, including climate change, land, and air and water pollution.

KS4- Pupils look at the history of vaccines and antibiotic development.  They then look at future developments in medicine, for example nanotechnology to aid drug delivery and the treatment of cancers.

History

Yr. 7 - Pupils study the impact of Norman England and William the Conqueror on England's future after 1066.

Yr8 - Pupils will learn how people believed in the spiritual side in relation to how people became ill - medieval medicine / germ theory / miasma.

Yr. 9 - Pupil study the spirituality of humans during the 1WW and 2WW and how people got through the wars

KS 4 - Pupils have the opportunity to study History GCSE - module on spirituality - religion and medicine. Pupils also begin to learn where spirituality comes from, why some lean on it in times of war. How spirituality and belief helped people get through the wars.

Yr. 7 - Pupils study the Peasants Revolt and the moral implications behind it.

Yr. 8 - Pupil study how the Black Death affected Britain and surrounding areas of Europe and the wider world and the moral implications that came with it. 

Yr. 9 Pupils will learn the morality beyond war - 1WW and 2ww -Is war ever right? Pupils learn their morals to study this idea.

KS4 - Pupils who choose History GCSE can engage in moral debates - League of Nations and The Treaty of Versailles and their effects. The morality of the Treaty of Versailles - was it right or wrong to punish Germany in 1919?

Yr. 7 - Pupils learn about the social implications in relation to the Feudal System and Domesday Book.

Yr. 8 - Pupil study how the Black Death affected Britain and surrounding areas of Europe and the wider world. Pupils will learn about the social implications of poor hygiene.

Yr. 9 - Study the social implications of war - how does war affect society as a whole?

KS4 - GCSE History - pupils study the social implications within the 4 main topics - Germany 1890-1945, The Interwar years - 1918-1939, Norman England c1066-100 and Medicine through Time  - c1000 - present day. All have social implications which are studied, discussed and reviewed.

 

 

Yr. 7 - Pupils will learn about different cultures - multicultural v mono culture in Medieval Britain and how different cultures were affected after William’s conquering of England.

Yr. 8 - Pupils study cultures in Medieval society - how the feudal system expanded through Europe.

 

Yr. 9 - To look at the different cultures affected by the two world wars - throughout Europe and beyond.

 

KS4 - History GCSE -study of different cultures - Germany 1890-1945, Norman England c1066-1100 - how cultures of people were affected during this time and the historical implications.

Geography

KS3 - pupils will study different countries and continents of the world and understand their beliefs.

Geography inspires awe and wonder at the natural world: both at the physical and human features. It also inspires wonder of the natural environment such as rivers, mountains, hills, volcanoes and the effect of weather and climate. It also includes the effect that the environment continues to have on settlement and peoples' daily lives.

KS3 pupils to look at the effects on the Earth of deforestation and other such dilemmas.

Geography provides opportunities for students to recognise that development takes place within a global context and that local decisions affect and are affected by decisions and processes in other countries for example river pollution. Issues of justice, fairness and democracy are central and can be debated in terms of students' own experiences as well as using geographical issues as contexts.

 

Comparing and contrasting the importance of certain types of farming/sustainability etc.

Geography involves the study of real people in different societies. In looking at their own locality and others in the world, students' sense of identity and community can be strengthened

KS3 pupils will look into the effects of climate change and other people's views.

Cultural education involves the study of real people in real places in the present. It provides opportunities for multicultural education through recognising commonalities and differences. It also encourages students to reflect on their own personal reality of sense of space.

Maths

All Key Stages

Make sense of the world around them and we strive by enabling students to explore the connections between their numeracy skills and every-day life.

 Developing deep thinking and an ability to question

See the sequences, patterns, symmetry and scale both in the man-made and the natural world and to use maths as a tool to explore it more fully

All Key Stages-

Opportunities to use their maths skills in real life contexts, applying and exploring the skills required in solving various problems. Analyse data and consider the implications of misleading or biased statistical calculations.

Make a choice that relates to the result they are looking for. The logical aspect of this relates strongly to the right/wrong responses in maths.

All Key Stages

Problem solving skills and teamwork are fundamental to mathematics through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to explain concepts to each other and support each other in their learning.

Students realise their own strengths and feel a sense of achievement which often boosts confidence.

All Key Stages

Mathematics is a universal language with a myriad of cultural inputs throughout the ages. Various approaches to mathematics from around the world are used and this provides an opportunity to discuss their origins.

Develop an awareness of both the history of maths alongside the realisation that many topics learnt  today have travelled across the world and are used internationally

Lifeskills

Year 7/8/9/10/11 - Preparation for work

Year 8 - Rights and Responsibilities

Discussed the human Right to be able to practice their chosen religion

Year 8/9 - working towards goals

Year 7/9/10/11 - Parenting awareness

Year 7/8/9/10/11 - Managing own money

 

Year 8 (level 2) - Rights and responsibilities - learning about your rights as a human being. Learning about Laws and who upholds the laws

Year 8/9/12 - Dealing with problems in daily life

Year 12 - Planning and reviewing learning

Year 12 - Preparing for and giving a presentation

Year 12 - Developing self

Year 7/8 - Community action

Year 7/8/9/11 - Making the most of your leisure time.

Year 7/8/9 Personal safety and community

Year 8 (level 2) Healthy living Learning about healthy diet

Year 8/9 - working as part of a group

Year 9/10/11 - Managing social relationships

Year 9/11 - Food safety in the community

Year 12 - Introduction to working with others

Year 12 - Planning and carrying out research

 

 

Year 7//9/10 - Healthy living

Year 7/8 - Using technology and home and the community

Year 7/8/9/10/11 - Environmental awareness

Year 8/10 - Making the most of Leisure time, how we can visit Museums, Art galleries etc. in our leisure time

Year 10 - Identity of Cultural Diversity

Year 11 - Healthy eating

PSHEE

Year 7:

Self- concept

Year 8:

Choices and pathways

 

Year 9: Mental Health and emotional well-being.

 

KS4:

Self-concept.

Mental Health and Emotional Wellbeing

 

 

 

Year 7:

Positive relationships

Relationship values

 

Year 8:

Bullying, abuse and discrimination

 

Year 9:

Drugs, alcohol and tobacco.

Consent

 

KS4:

Drugs, Alcohol and Tobacco

Managing Personal Safety.

Consent

Bullying, abuse and discrimination

Year 7:

Forming and maintaining respectful relationships

 

Year 8:

Managing risk and personal safety

Social influences

 

Year 9:

Drugs, alcohol and tobacco.

 

KS4:

Positive relationships

Relationship values

Forming and maintaining respectful relationships

 

Year 7:

Media literacy and digital resilience

 

Year 8:

Puberty and sexual health

 

Year 9:

Contraception and parenthood

Employment rights and responsibilities

Financial choices

 

KS4:

Media Literacy and digital resilience

 

Food Tech

Foods from religious celebrations.

Health and hygiene.

 

 

Fairtrade

Vegetarianism

Diet and health

 

Developing skills to prepare meals for family and friends.

Preparing products for charity and school events.

Producing items to sell for Whole school Enterprise projects.

Traditional British recipes

Where does our food come from?

Cakes from other cultures.

International street food.

International breads.

PE

Explore creativity through producing gymnastics and dance routines.

Reflect and analyse their own and others performances.

Create and develop own unique attacking and defensive set plays.

·

Promote fair play, teamwork  and sportsmanship throughout all lessons

Highlight and promote the advantages of health and lifestyle through PESSPA

Promoting teamwork throughout lessons as a team member

 

Pupils adopt different roles such as leader, coach, umpire and analysts to develop communication and listening skills.

Extra-curricular/option clubs to promote positive relationships

Explore dances from different cultures and backgrounds other than their own

Gaining an understanding of different sports and their foundations

Use of international examples of different athletes and their achievements

 

MFL

Exploring religious and non-religious celebrations in target language and reflecting on their meanings and significance.

Discussing the role of faith/religion in target language countries.

 

Promoting job and educational opportunities in the target country – widening student horizons.

Recognizing the role language can play in promoting good self-esteem and confidence.

 

 

 

 

 

 

 

 

 

 

Studying and debating moral questions in target language.

Students listening to and evaluating the work of others.

Considering the value systems of different countries; how they compare or contrast to UK values

Explaining the importance of following grammatical rules and laws.

Discussing ways to create a sustainable environment and problems of pollution.

Exploring the sustainable development of tourism.

Discussing wealth and poverty

Discussing ethical issues relating to scientific technological and medical research.

 

Studying the political systems and parties of the target language country.

Discussing the effect of immigration on the target language country.

Studying independence movements and other political groups within target language country

 

Developing interpersonal skills necessary for successful relationships.

Studying and debating social issues pertaining to the target country.

Teaching social etiquette and manners through the spoken word.

 

Promoting core British values such as individual liberty and free speech through the teaching of a foreign language.

Exploring relationships between family members.

Discussing qualities of friendship.

Exploring healthy lifestyles and the impact of smoking, alcohol and drug abuse.

Discussing marriage and cohabitation.

Exploring issues surrounding inclusion, poverty and homelessness

Discussing the need for collaboration and cooperation

 

Studying classic and modern literature of the target language country.

 

Studying classic and modern art of the target language country.

Understanding regional and cultural differences within the target language country.

Studying national heroes and important historical figures from target language country

Reflecting on how different cultures are portrayed in their textbooks.

Experiencing media from the target country.

 

 

West Kirby School and College, Meols Drive, West Kirby, Wirral, CH48 5DH

0151 632 3201