PSHE, Citizenship & SMSC

 

The tutor programme runs during afternoon registration and supports students in their personal, social and moral development (PSHE). A variety of topics are covered ranging from Healthy Eating, Body Image, Drugs awareness, Sex Education and Bullying.

Where we can, outside speakers and drama productions are used to support students across these topics, ensuring that the important messages are put across in the necessary way. Students also focus on Citizenship during tutorial sessions and outside speakers are also used to enhance their understanding.

Every week students take part in the ‘weekly quiz’ exploring and discussing appropriate current topics in the news.

PSHE and Citizenship are delivered within the wider curriculum, through Tutor Time and also through collapsed timetable days during the course of the school year.  Content by Year Group and curriculum area is shown in the table below as a guide.

 Central Themes

Year Group

Health and wellbeing

Relationships

Living in the wider world

YEAR 7

 

IT and drama – cyber bullying

RE – prejudices

Geography – exploring Britain

YEAR 8

Smoking/ Alcohol/ healthy eating

Drug awareness talk

Fire/road/ internet safety

Relationships day

Body image

Sex and sexual health

Drama – knife crime

Prejudices

 

 

Income/finances/ expenses

U explore – career research

History - Civil rights

Geography – climate/ tourism

YEAR 9

Self-esteem/ confidence workshops

Drug taking

Effects of diet and sleep

Chelsea’s choice performance

Sexual relationships

Sexual health

bullying

Anti-social behaviour

History – women’s rights

Geography – conflict/risky world

Geography – fashion

U Explore – options support

YEAR 10

Pressures of alcohol

Drug taking

Legal highs

Exam stress

Diet

 

Young carers

Sexual health

Pregnancy

RE – abortion and relationships

Gambling

credit cards/ loans

RE – gambling

Geography – tourism

U Explore – preparing for Work experience

YEAR 11

Science – Sexual diseases

Reproduction

Alcohol and smoking on the body

RE – abortion and relationships

Revision carousal

Work experiences

Work life balance

RE – gambling

 

All year groups

Music – Self confidence

Platform to outlet emotions

Respect for others

Catering – healthy eating/ smoking/ alcohol

 

 

Music – influence of media

Geography – employability

Weekly quiz

 SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT

CURRICULUM MAP

Please note this is not an exhaustive list, just some examples of what takes place across the curriculum.

 

 

 

Spiritual Development

Moral Development

Social Development

Cultural Development

English

Theatre visits, opportunities to students to express their creativity and understanding of other cultures through their study of literature and non-fiction texts.  Competitions and clubs.

Romeo and Juliet – exploring choices made and moral values.

Lord of the Flies – exploring communities and moral dilemmas.

Of Mice and Men – discrimination and social issues.

Speaking and listening – group discussions, presentations, drama role play and hot seating – team learning.

Poetry from other cultures, understanding different cultures and experiences.

Mathematics

Developing deep thinking and questioning on mathematics and how it fits into the world around them.

Looking at Maths in real life contexts, applying and exploring the skills required to solve various problems.

Problem solving skills and team work, through creative thinking, discussions, explaining and presenting ideas.

Mathematics is a universal language with lots of different cultural inputs throughout history, students are taught about these.

Science

Experiencing awe and wonder through exploration of evolution e.g. Big Bang, birth.

Exploring values and beliefs e.g. use of stem cells, morality of blood transfusions, impact of pollution.

Investigating moral values and ethical issues e.g. ethics of human organ transplantation.  Recognising right from wrong and applying it e.g. deforestation.

Developing personal qualities and social skills e.g. listening to others opinions, working in groups.

Participating cooperatively and resolving conflict e.g. taking part in debates.

Exploring understating and respecting diversity e.g. genetic variation, biodiversity.  Participating responding to cultural activities e.g. Science Week.

ICT

Reflect on their own and others’ lives and the impact of ICT.

Learn about legislation and codes of practice e.g. copyright.

Look at security risks to data and how to reduce these.

Explore changing leisure patterns and work practices, privacy and confidentiality of data.

Geography

Reflection on landscapes and environments.

Fieldtrips to appreciate the landforms and processes students have learnt about.

Moral questions e.g. population control, world health issues

Exploring issues surrounding sustainable society

Migration and diversity

History

Sense of curiosity through questioning how and why?  Visit to Belgium and Jewish Museum.

Looking at historical events in line with own personal values, principles and actions e.g. who was to blame for start of WW1.

Exploring social issues and the needs of different groups of people e.g. women and WWII

Looking at ‘Britishness’ and contribution of other cultures e.g. Blitz Spirit.

PSHE

Respect for self and others.

A willingness to express their views on ethical issues and personal values.

Working successfully as a member of a group.

 

RE

Opportunities to consider their own spiritual standpoint and those of others.

Developing a curiosity about different religious views and debates on good and evil.

Ability to make responsible and reasoned judgements on moral dilemmas.

Debates e.g. euthanasia and morality of war.

What it means to live in a multi-faith society and debate impact of this on community cohesion.

Appreciating cultural diversity and giving respect to other peoples values and beliefs – what it means to be part of a diverse community.

Design & Technology

Creative thinking and innovation which leads to self-confidence and belief in ones abilities. The question of existentialism and survival arises from the basic need for products and tools.

Wider impacts of design of products on people communities and the environment.  Identifying the social responsibility that designers have and how they impact others

Students need to control and accept responsibility for their behaviour and the safety of others.

Projects with links to a wide variety of cultures and heritage..

Food Technology

Adapting, making and evaluating products allows students to be creative and get a sense of challenge, pride and self-fulfilment.

Communicating and working with others.  Keeping themselves and others safe.

Questioning sustainability of food, slaughter of animals and use of Fairtrade products.

Students given opportunities to develop team working skills and to take responsibility for their own learning.

Working with a range of ingredients and recipes from other cultures.

Textiles

Cultural/historical references for projects – use of different themes as starting point.

Responsible design ideas.

Sustainability.

Renewable resources.

Impact of mass production.

 

Peer and group support.

Team work responsible for tables cleaning up and challenging unacceptable behaviour and comments.

Y9 visit/talk from TRAID.

Links with Saatchi gallery, Ravensbourne University and Central St.

Martins University.

Art

Students are encouraged to show individuality.

Opportunities to research and represent an issue through art e.g. war and peace.

Work is celebrated by being displayed.

Looking at artists ideas and concepts – looking at cultures, beliefs and religions.

Business Studies

Employment Laws e.g. Sexism and Discrimination Act.

Explore laws and how they impact businesses.

Students look at team work and impact of leadership.

Changes in society locally, nationally and globally.

PE

Sense of enjoyment and creativity e.g. sequence and choreography in gymnastics.  Through dance expressing emotions.

Fair play, applauding the opposition, sportsmanship, students  abide by rules each lesson and helping peers.  Use of performance enhancing drugs and match fixing.

Student lead warmup activities, team captains, lunchtime and afterschool clubs working with different people.

Dance e.g. world dance e.g. Bollywood, salsa, Sports Day.

MFL

Sense of identity via language, culture and tradition.  Cultural awareness lessons on different religious festivals.

Language/countries they study or their own.

Classroom rules and classroom practise.

MFL ambassadors.

Bastille Day assemblies.

Understanding European cultures.

Various trips and exchanges

Music

Song writing.

Creating compositions to reflect a range iof stimuli 

Performance - 

Listening Skills

Exploring moral dilemmas 

Collaboration & Team Work

Empathy & respect as performers and as audience 

Understanding role within team. 

Balance and Unity.

Developing into mature, confident young adults through work and performances.

Music concerts.

Joint musical ventures with Primary schools

34 extra-curricular activities

Willingness to share and articulate - personal expression and sense of personal identity

 

Music Ambassadors ; Music Council

Looking at and understanding other cultures, communities and social groups in different situations.

Government and Politics

Exploration of the effect and difference of spiritual opinion within the country. Allows for deeper questioning and curiosity. 

Learning about Political ideologies allows for depth of understanding and critical analysis of exactly what constitutes morality within our governmental system.

Discussion and evaluation of ideas is critical to the subject. Allows students to develop and formulate opinions and explore the social issues in the country. Study of Political ideologies allows for depth of understanding and critical analysis what this means for the UK.

Study of culture of UK and its impact on political ideals. Analysis of how ideas of ‘Britishness’ effect voting and relations with other countries. Study of Political ideologies allows for depth of understanding and critical analysis what this means for the UK.

Assemblies

Looking after the environment.

Understanding feelings e.g. Remembrance Assemblies.

Accepting school rules, promoting self-esteem, investigating moral values and ethical issues e.g. Anti-Bullying Week.

Understanding of Rights and Responsibilities for all, promotion of charities e.g. Jeans for Genes Day.

Encouraging tolerance and appreciation of the beliefs, values and customs of different cultures e.g. Tutor led assemblies.

Media Studies

Exploring different views of the world by analysing media texts. Looking at how identity is constructed at a collective and personal level. Concept of Identity as fluid and changing.

Exploring the moral issues of the media – the ideas of regulation and freedom of speech.

Exploring how the media has adapted and changed over the years – how it influences our interactions and communications with others.  Is social media a positive or negative feature of our lives.

Exploring the concept of cultural imperialism and globalisation.

 

Psychology

Developing deep thinking and questioning on what makes us human. Reflecting on our own development and the impact we all have on each other. Investigating culture and gender.

Learning and using the British Psychological Society’s code of ethics. Investigating psychological theories of moral development, including Kohlberg. Considering issues such as gender inequality.

Exploring social issues relating to Human Relationships, Criminal Behaviour, the development of attachment bonds in children and Social Influence (including conformity and obedience)

Exploring cultural diversity and universality with a range of factors including psychopathology, attachment, human relationship