SMSC

The nature of art lends itself to engaging with a wide range of Spiritual, Moral, Cultural and Social studies.

In each year group, students will analyse, interpret, engage with and question their own and others’ work. They will identify how cultural, moral, political and social beliefs and values are expressed through art. Students are encouraged to explore their environment, beliefs and ideas through their art, which is supported by strong research into the wider world around them. This is reinforced by trips and outings to museums and galleries that are strongly linked to projects and to reinforce their understanding of their work.

Year 7 Topic: Formal Elements and Still Life
This includes looking at Van Gogh and Cezanne’s work, interpreting how these artists expressed themselves through their artwork. Students learn about the ethos of Impressionism and how art is a source of expressing personal ideas and intentions.

Year 7 is about building students confidence in their ability and ensuring each student can progress and improve. They are encouraged to express opinions and give critique which intern shows progression to enhance self-worth. All outcomes are encouraged to show individuality that is purposeful and meaningful.

Year 8 Topic: Story Telling
Students look at how art tells a story and how it can portray SMSC beliefs with its narrative.

Students depict a poem with visual images and interpret artists’ work to develop their own ideas. They learn to understand how they can develop work through their own ideas and interpretations.

Outcomes that are individual and meaningful are celebrated.
Students are encourage to discus and give and receive positive criticism in order to inform ideas and decisions about their work.

Year 8 Topic: Mask Making
Students research many cultural, social and religious influences behind mask design and learn to understand how different cultures express and celebrate their ideologies within design that reflects their way of life. Students then interpret this into their own design and 3D work learning to analyse and justify meaning and purposefulness of design. Cultural awareness and aspects of SMSC is explored within this scheme. Students are encouraged to explore their own ideas and meaning in order to promote cultural identity.
Work is displayed throughout the school to promote self-worth and contribute to the community of the school.

Year 9 Topic: Drawing Workshops
Students are encourage to practise and apply drawing skills to build confidence and self- belief in their ability to progress and achieve. All students are given a starting point that they can build upon and feel a sense of achievement. We concentrate on building confidence through developing skill sets which are revisited each year.

Year 9 Topic: Pop Art Project
Student analyse and interpret popular culture throughout their artwork and learn to understand how to reflect their own lives and ideas into their work. They question moral and sociological question of modern life and analyse how current art reflects modern culture.

Throughout the course students are encouraged to look at work that will often pose a moral question. The student’s outcomes are supported with a rationale or a meaning that will often convey a message. Student discuss a range of artists and art work, encouraging and developing communication skills.

Work is displayed around the school to develop a sense of pride in their environment.

Key Stage 4 & 5

Schemes of work in Key Stage 4 and Key Stage 5 are designed to promote individual thinking, resilience and 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-identity. Independent reflections on own work through self-evaluations.

All students are taught to understand and read an artwork in order to relate to a concept or idea that conveys meaning. Students are taught the importance of independence and perseverance to see an idea through, developing and refining artwork as it progresses. We use group critique to aid progress and encourage positive discussion. Students learn to debate and interpret artwork and understand hidden meanings and context. We promote the idea of looking for deeper meaning within the artwork and using this understanding to develop students’ own ideas and intentions.

Artwork is displayed in exhibitions to develop a sense of pride and community.

Enrichment 

Promoting art in the school, community and independent learning. This includes:

• Art Work for the School Show
• Displays and Exhibitions
• Christmas Card Competition
• HLP Art Club Year 8 and Year 9
• Year 7 Art Club
• GCSE After School Sessions
• Sixth Form Art Studio Space
• Gallery Trips
• Field Trips
• End of Year Public Art Exhibition.

The BSSS Faculty promotes British Values through our teaching of cultural norms in society, for example, family structures and workers’ rights and responsibilities.

We celebrate diversity, particularly in Sociology and Psychology, but also through analysis of labour markets in Economics. We promote an understanding of key laws relevant to our areas and promote the importance of these. We encourage discussions that explore exactly what is meant by British Values, and in so doing, we allow students to develop a confident and positive view of their place and role in British society.

Business

In Business, students are encouraged to develop their Spiritual, Moral, Social and Cultural Education across all lessons.

Students are required to use a variety of skills in order to investigate different businesses and be able to make appropriate judgements. Students are encouraged to develop their own opinions and how to justify them to their peers. Helping them to develop a crucial skill.

Spiritual Development

Students are encouraged to explore different businesses and challenge the actions that businesses take.

The varied objectives of organisations from profit maximisation to quality of service invites discussion on the nature of businesses and organisations. Students explore what is ethics within business and investigate examples of child labour and other issues.

Moral Development

Students explore the issues surrounding misuse of information in order to make a justified judgment. Topics may include environmental and ethical issues such as child labour.

Social Education

Social Education in Business gives students the opportunities to develop their team working skills through collaboration work and research.

The students also explore the concept of teams and roles that individuals have to play and how this can impact a business. Students are given the opportunity to exercise their leadership skills. Students sometimes work collaboratively to understand new concepts and share information researched. Students carry out research into local areas in terms of population structure, buying trends and habits.

Cultural Education

Cultural Education in Business includes trading internationally and the barriers to this. Students study the impact of the EU and Brexit, trading barriers, exchange rates and how these can impact a business.

Economics

Spiritual Development

Limited aspects of this may apply when considering new behavioural economic models that go beyond rational economic systems to include those that incorporate altruism. Students may question some of the assumptions that may underpin some models. Krugman has been quoted as saying, “If Economists had a creed, it would start “I believe in free trade””. This is a useful debating point.

Moral Development

Discussions about Inequality of Income and Wealth involve debating the most effective government policies to address the issue. Economists do not make moral judgements about each policy but do develop an ability to argue the costs and benefits of a variety of approaches. This involves developing a sense of right and wrong to some extent.

Social Development

Economics is all about deepening the students’ appreciation of the British system of taxation and welfare including the role of the welfare state. The impact on society of government policies is also considered as well as an understanding of the ways in which the UK’s structure is evolving. For example the impact on a region of the closure of a deep mining pit throws social issues into the debate.

Cultural Development

The Globalisation topic invites students to consider the cultural differences between countries. This can be a factor when assessing the impact of aid, Multinational corporations and trade. Command economies are also compared with free market and mixed economies which invites discussion about cultural issues.

Psychology

Spiritual Development

Psychology recognises and embraces the individual differences and the effects of a wide range of religious beliefs on the behaviour of individuals.

Moral Development

Ethics are a key factor in psychology and are discussed in relation to the effects a researcher may have on their participants, what should be investigated or the appropriate choice of methodology.

Social Development

One of the key introductory topics focusses on our roles as social creatures and the effect society has on human behaviour. Students also consider the way humans have adapted behaviour through history. We are all individuals but we play key roles in an evolving society.

Cultural Development

Cultural differences are a key factor in psychological investigations. By recognising that cultures are affected by society and historical pasts, it allows us to gain a relevant insight into different behaviour through case studies.

Sociology

Our Sociology students are encouraged to develop their Spiritual, Moral, Social and Cultural Education across all lessons throughout the GCSE and A-Level courses. They consider competing debates and perspectives in order to develop their written skills to make appropriate judgements.

Spiritual Development

A variety of spiritual issues are discussed across the Sociology courses. Religion as a secondary agency of socialisation, alongside education and the media, is mentioned in the Introducing Sociology topic at GCSE. In A-Level Sociology, students complete the Beliefs in Society topic which looks at the potential of religion to create social change alongside an exploration of other issues in depth including different religious movements and fundamentalism.

Moral Development

The criminal justice system is explored within the Crime topics at both GCSE and A-Level. In A-Level Sociology this includes a consideration of aims of punishment including retributive and restitutive justice. In addition students will consider the morality of inequality when considering wealth, income and status differences, their causes and effects. In addition, all Sociology students consider the ethical issues within social research to include informed consent, anonymity and confidentiality.

Social Development

Students are encouraged throughout both courses to develop coherent, balanced arguments that evaluate the viewpoints of others. Sociology, as an academic discipline, considers the extent to which other members of society influence human behaviour. British Values are intrinsically woven into the curriculum and made explicit as part of the Education system topic at both GCSE and A Level.

Cultural Development

British culture and the variety of other cultures are explored in Sociology including the aspects that make up a culture and how culture is learned by individuals in each society. We also consider how social constructions vary across cultures to create differences in terms of deviance, childhood etc. Globalisation is of central concern across A Level Sociology. In particular, the Beliefs topic allows consideration of different cultural beliefs and the levels of religiosity, and its importance, in different parts of the world. We also look at the push and pull factors affecting patterns of migration in the Families topic.

The nature of Drama lends itself to engage in a wide range of Spiritual, Moral, Cultural and Social studies.

In each year group students will perform, cooperate, work with each other, analyse, interpret, engage with and question their own and others work. They will identify how cultural, moral, political and social beliefs and values are expressed though drama. Students are encouraged to explore different characters, the environment, beliefs and ideas through their drama, which is supported by strong research into the wider world around them.

Year 7 Topic: Skills: collaboration, cooperation, characterisation, concentration appreciation of their work and the work of others

This includes looking Greek Theatre, interpreting how they express themselves through their performance work. Students learn about working together, supporting each other and questioning ideas through their understanding of different dramatic genres.

Year 7 Topic: Greek Theatre

Year 7 is about building students confidence in their ability and ensuring each student can progress and improve. They are encouraged to express opinions which encourages them to develop their confidence and enhance self-worth.

Year 8 Topic: Story Telling

Students look at how drama is a story and how it can portray SMSC beliefs with its narrative.

Students depict a ghost story by creating atmosphere and environment. They learn to understand how they can develop work through their own ideas and interpretations.
Outcomes that are individual and meaningful are celebrated.
Students are encourage to discus and give and receive positive criticism in order to inform ideas and decisions about their work.

Year 8 Topic: Script Work

Students research many cultural, social and religious influences behind a range of scripts and learn to understand how different cultures express and celebrate their ideologies through script that reflects their way of life. Students then interpret this into their own performance work learning to analyse and justify meaning and purposefulness of drama. Cultural awareness and aspects of SMSC is explored within this scheme. Students are encouraged to explore their own ideas and meaning in order to promote cultural identity.

Work is performed to promote confidence.

Key Stage 4 & 5:

Schemes of work in KS4 and KS5 are designed to promote individual thinking, resilience and self-worth.

All outcomes are encouraged to show individuality that is purposeful, meaningful and explores the moral compass. Students are encouraged to explore their own ideas and meaning in order to promote self-identity. Independent reflections on own work through self-evaluations. All students are taught to understand and read about different theatre practitioners’ work in order to relate to a concept or idea that conveys a meaning. Students are taught the importance of independence, collaboration, cooperation, and perseverance to see an idea through, as well as develop and refine drama work as it progresses. We use group critique to aid progress and encourage positive discussion. We promote the idea of looking for deeper meaning within drama and using this understanding to develop students’ own ideas and intentions.

Enrichment

Promoting Creative Arts in the school, community and independent learning:

• The School Show
• Performances and Exams
• Drama Club
• Arts Award Year 9
• KS3 Drama Club
• GCSE After School Sessions
• Sixth Form Rehearsals
• Theatre Trips.

English is essential for supporting students becoming independent learners, raising their self-esteem, achieving their potential and preparing them for adulthood.

Spiritual Development
Creative writing and the study of poetry across each key stage gives our students the opportunity to reflect on their own beliefs and helps them to establish their own relationship with language.

• War Poetry (KS3)
• AQA Poetry Cluster (KS4)

Writing is expressive and allows for a reflective process and the freedom to be creative and experiment.

• Empathetic Writing (KS3 and KS4)

Moral Development
Our class novels studied across each key stage deal with moral questions, such as race and homelessness, giving students the opportunity to produce their own writing. Each of the studied texts encourages moral thinking through the recognition of values such as good will, humility and kindness.

Students are able to analyse character to explore the consequences of actions.

• ‘The Hunger Games’ (Year 7)
• ‘Maze Runner’ (Year 8)
• Gothic short stories / ‘Frankenstein’ (Year 9)
• ‘Of Mice and Men’ (Year 9)
• ‘A Christmas Carol’ (Year 10)
• ‘Macbeth’ (KS4)

Writing non-fiction texts such as newspaper articles, leaflets, reports and reviews helps to develop students’ ability to apply fiction to real life scenarios. During the study of fiction, students are given the opportunity to consider different perspectives and empathise with other characters.

Social and Cultural Development
Social expectations of formal language:

• Poetry by Heart (KS3)
• Spoken Language (KS4)

English lessons promote cooperation and teamwork through working in groups, listening to presentations and asking questions. Real issues encourage students to think about the world outside of school and give opinions on topics that may affect them in the future. Students are required to take on a role and argue a point of view.

Students learn about respecting others through our studied texts:

• ‘Lord of the Flies’ (KS4)
• ‘Blood Brothers’ (KS4)

We also give students the opportunity to speak in different contexts and regarding a range of different real life issues, applying learning to careers and life after school. Peer assessment is an integral part of our teaching and we encourage focused feedback between students, whereby they support and encourage each other, reflecting and giving advice.

Students are all given the opportunity to be independent, self-reliant and responsible for their own learning. Debate is an important aspect of the subject, giving logical arguments with respect, rationality and thoughtfulness.

British Values
In all lessons we promote one or more of the powerful learning characteristics of resilience, resourcefulness, reflection, creativity, courage, and/or collaboration. Students discuss faith and build respect and tolerance for different faiths through the study of poetry written by a range of poets and writers with different beliefs.

The role of democracy is considered when reading dystopian novels. In Year 7, students read The Hunger Games and in Year 8 – The Maze Runner. Some students in Year 8 alternatively study Animal Farm during which they consider different models of government. Individual liberty is discussed in Year 9 in the study of ‘Of Mice and Men’ and ‘Frankenstein’, along with consideration of our responsibilities and rights.

The Geography department are proud to offer a range of spiritual, moral, social and cultural experiences through Geography lessons and enrichment activities.

Students express their creativity and understanding of what it means to be a ‘good global citizen’ as well as an understanding of other lifestyles, morals and cultures through their study of a variety of different topics at KS3 and KS4.

Competitions and clubs are offered to allow students to develop and showcase their skills, knowledge and experiences through SMSC in Geography, many of which take place in our very own ‘humanities week’ where Geography, history and rework together to create exciting and valuable experiences for the students to explore exciting topics in our subjects as well as the SMSC aspects within our subjects.

Spiritual Development

• Plate tectonics (Year 7): formation of the world and solar system.
• Mountains (Year 8) : the importance of mountains for specific cultures.
• Disease (Year 9): an understanding of the way disease is viewed and treated in different parts of the world.

Moral Development

• Hot and cold environments and rainforests (Year 8): an understanding of our moral responsibility towards protecting environments and the people who rely on them.
• Crime (Year 7): an understanding of ‘what makes a criminal a criminal’ and why people might commit a crime.
• Mountains (Year 7) and climate change (Year 9): an understanding of how humans degrade mountain landscapes and influence climate. An exploration of to what extent this is the ‘fault’ of the developed world and to what extent they should be responsible for helping lists mitigate the circumstances.
• Energy (Year 9): an understanding of how demand for energy can degrade environments, the impacts of this on people (locally, nationally and globally) and a questioning of the moral responsibility that the developed world should take for this.
• Globalisation (Year 8) and development (Year 9): an understanding of how world trade operates and how it serves to create inequality and poverty. How aid systems operate in the world.

Social Development

• Globalisation (Year 8) and development (Year 9):  social values; theme of power within societies (local, national and global).
• Changing economic structure of the UK (Year 9) and crime (Year 7): exploring social classes.

Cultural Development

• Tropical rainforests (Year 7), mountains (Year 7), tourism (Year 8), water (Year 9): an understanding of how different cultures view, use and interact with different environments and ecosystems. How they can impact upon them and preserve them; the importance of the above.
• Population (Year 8): how culture influences population at national and global scales.
• Disease and development (Year 9): how culture affects how disease is viewed in society. How cultural factors can help or hinder development with a particular focus on gender issues.
• Tourism (Year 9): how culture and the perceived ‘right to travel’ influences a person. How culture might influence where a person travels to and why. How different cultures are affected by tourists visiting.

British Values

A range of topics lend themselves to promoting our fundamental British values.

Fairness and equality are explored within units such as development, population (including migration) crime, energy and climate change.  Here, students discuss the idea of corporate, individual and national responsibility and the overall fairness of global society.

Students also learn about British history as they learn about the Industrial Revolution and how it has shaped our economy. Topics such as crime, population and development encourage students to understand what shapes British demography. Population and migration allow students to understand the benefits and issues associated with living in a multicultural society and how important social cohesion and tolerance are. Embedding students’ understanding of the importance of living in a democracy is also developed through these topics.

The department undertakes a number of extracurricular activities that enhance student confidence and their sense of belonging as members of our school society, key factors that underpin our British values.

Government and Politics is well placed to help deliver the SMSC provision. The subject lends itself to debate, critical thinking, tolerance of alternative views, respect of all cultures and an understanding of different moral positions.

We do this via:

• Classroom debates.
• Responsible use of social media.
• Access to current affairs on TV and in Print Media.
• Background research on historical political issues.
• Guest speakers.
• Department trips.
• Extensive note-taking and Essay writing.

Our schemes of work include:

• Investigating a wide number of political ideologies- from Conservatism through to Socialism via Environmentalism and Feminism.
• Studying the major aspects of the UK and USA democratic process- Role of Parliament and Congress, Law Creation, Role of the Executive, Beliefs of Political Parties, Activities of Pressure Groups.
• Monitoring recent political changes both in the UK, USA and across the globe.
• To be aware of the UK legal system and the rule of law.

We expect our students to:

• Be aware of all sides of every debate and show tolerance for all sides.
• To be confident in expressing their own views but to be able to justify their opinion and back it up with accurate evidence.
• To recognise the “blessings” of our Democratic system without losing their democratic right to express their own analysis.
• To show mutual respect for political and moral views that they may not agree with.

Please see schemes of work for specific lesson SMSC.

The History Department are proud to offer a range of Spiritual, Moral, Social and Cultural experiences through History lessons and enrichment activities.

Students express their creativity and understanding of what it means to be a ‘good global citizen’ as well as an understanding of other lifestyles, morals and cultures through their study of a variety of different topics at KS3 and KS4. Students are expected either to consider the needs and experiences of others, or their own personal responses to events, problems and changes.

Competitions and clubs are offered to allow students to develop and showcase their skills, knowledge and experiences through SMSC in History, many of which take place in our very own ‘Humanities week’ where History, Geography and RE work together to create exciting and valuable experiences for the students to explore exciting topics in our subjects as well as the SMSC aspects within our subjects.

Spiritual Development

A sense of curiosity is central to the study of History at Oxted School and is strongly encouraged by the staff.

Lessons adapt according to students’ current knowledge and thirst for more. Students are encouraged to investigate the causes of the First World War and the reasons for the outbreak of the Second World War.

The idea of truth is central to all History lessons that use sources.

The nature of historical truth based on personal memoir is particularly explored throughout our curriculum studies.

• King John and the sources used to formulate interpretations of King John in Year 7.
• Slavery and the journey individuals went on from Africa to the Americas in Year 8.
• The Holocaust in Year 9.

Spiritual development is encouraged regularly by providing students opportunities to appreciate intangible concepts. The idea of truth is central to all History lessons that use sources. Order and beauty, and differing interpretations of these, also form a part of GCSE History when assessing Nazi government and propaganda.

A sense of empathy is consistently extended in lessons. History demands an understanding of others, such as that of women in WW1 during Year 8 and Year 9 and the experiences of different types of Americans in the 19th century.

Moral Development 

History lends itself well to supporting the moral education and development of young people.

Whole school trips led by the History staff encourage students to reflect on their personal values, principles and actions, in the light of historical events and commemorations. This year, the debate about whether to wear a poppy was considered when visiting the Battlefields in Belgium.

Moral questions form a key part of many of the units on offer in History at History. In preparation for their new GCSE courses, lessons saw students discussing and attempting to come to a consensus on who was more to blame for the Holocaust; Hitler, the Nazi Party or the German people. Notions of right and wrong were explored in this session and throughout the course as students grapple with the nature of conformity and complicity.

Social Development

All years:

Speaking and listening, creative writing, group discussions and presentations; drama role play and hot seating, team learning and group work.

Cultural Development

Much of the History curriculum in Year 9 and at GCSE explicitly teaches students an appreciation of the influences that have shaped their own cultural heritage in Britain. The two World Wars and the key changes brought about by these events are key.

For example, a debate about the ‘Blitz Spirit’ engages students in the nature of Britishness and the setting up of the NHS in Year 10 and its differences from other nations are also explored.

Through marking each other’s work and delivering presentations, students also are introduced to concepts, values and events they would never otherwise have encountered.

The History curriculum offers students opportunities to express their opinions and communicate their knowledge in varied ways from Years 9 to 13, including artistic and cultural forms. Homework about the nature of trench warfare have taken the form of artwork, assessments of continuity and change in Medicine have been demonstrated through the rewriting of song lyrics and the role of individuals through the use of social media.

The contribution of different cultures to human development and progress is also assessed carefully, especially in the Year 10 unit covering the History of Medicine which considers the extent of the impact that the Christian Church, the Muslim World and Ancient cultures had on the development of medicine and treatment.

British Values

A range of topics lend themselves to promoting our fundamental British values.  Fairness and equality are explored within units such as development, The Romans, Slavery, and Medieval Britain.  Here, students discuss the idea of corporate, individual and national responsibility and the overall fairness of modern day society.

Students also learn about British history as they learn about the industrial revolution and how it has shaped our economy. Embedding students understanding around the importance of living in a democracy is also developed through these topics.

The Department undertakes a number of enrichment activities which enhance student confidence and their sense of belonging as members of our school society, including History club, where students investigate topics of their choice; key factors which underpin our British Values.

Spiritual Development

• Students at Oxted School are reflective on their own and others’ lives and the impact ICT and Computer Science has on this; particular focus is given to the religious and cultural customs.
• Students discuss the power and limitations that ICT and Computer Science can bring to an individual’s and groups beliefs and how they may conflict with spiritual teachings.
• Students are encouraged to be reflective and learn from reflection from the position of a particular audience view point as they create a number of promotional products.
• Students explore the patterns and relationships of data and its collection and use whilst programming data.
• Students gain an appreciation the innovations achievements of past individuals and understand their struggles and motives in relation to historical attitudes.
• Students debate and formulate their own set of values and beliefs as they share their own experiences.

Moral Development 

• Students investigate ways in which ICT and Computer Science can be used to monitor individuals’ movements and communications. Discussing the implications of the ‘Big Brother’ movements.
• Students discover and adhere to legislation and codes of practice including acknowledging sources and respecting copyright when developing digital products. Students understand the need for creative content ownership.
• Students learn about the impact and issues of digital inclusion and the digital divide locally, nationally and globally.
• Students reflect on accessibility issues when evaluating and developing digital products.
• Students develop their understanding of the development of online communities its implications for an individual’s learning, leisure and social interactions.
• Students discover how work collaboration can be facilitated through the availability of online work spaces and that the growth of social networking has potential risks as well as benefits.
• Students debate future developments in ICT and Computer Science and what their impact could be on the following areas: transport, medicine, SEND, Health and Safety, education, entertainment, digital piracy, shopping, marketing and communication.
• Students explain methods for combating ICT and Computer Science crime and protecting ICT: physical security, firewalls, backup, encryption, biometric security, software patches/updates, ‘anti-virus’ and anti-spyware software.

Social Development

• Students will debate the pros and cons of using digital devices within private and public sector organisations.
• Students discuss and learn about the different security risks to data and how to reduce the risks of security breaches.
• Students develop and understanding of the causes and implications of unequal access to ICT, such as the Digital Divide.
• Students study the sustainability issues and ways of minimising the environmental impact of ICT and Computer Science whilst considering the impact of ICT and Computer Science on working practices.
• Students discover the importance of ethical, environmental and legal considerations when creating computer systems.
• Students justify the advantages of networking stand-alone computers into a local area network.
• Students discuss and debate about sources and accuracy of information and are able to select and manipulate information to support sound decision making.
• Students learn about the importance of data protection and other legislation.
• Students will learn and understand what is involved in e-commerce, understand the impact of e-commerce on organisations and on society.
• Students can discuss the main aspects, purpose and implications of legislation such as the Data Protection Act, Computer Misuse Act, Copyright, Designs and Patents Act.

Cultural Development

• Students learn, discuss and debate the impact of age, gender and disability on individuals’ choice and use of digital devices.
• Students discuss how the availability of goods and services online can affect lifestyles and behaviour.
• 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.
• Students discuss and debate the range of services offered by communication services and the impact of these services on individuals, business and organisation.
• Students discuss the impact of Social Media in terms of themselves and others in everyday life.
• Students discuss hardware and software developments that are changing, or might change, the way we live. Such as advances in treating injuries or disease, leisure activities, the environment, the home, education and freedom of speech and movement.

Spiritual, Moral, Social and Cultural characteristics are a central thread to the learning of Mathematics at Oxted School. All lessons have activities which encourage reflection, collaboration, and courage.

There are also a number of events where students compete against other schools, with students from a range of backgrounds.

These include:

• UKMT Maths Junior Team Challenge, where Year 8 and 9 students compete and collaborate with students from a range of backgrounds.
• UKMT Senior Team Challenge, where Sixth Form students get the opportunity to investigate advanced concepts and the history of Mathematics.
• SATRO Numeracy Days, where students have the opportunity to apply Mathematics in the context of Horse Racing, Handling and Care at Lingfield Racecourse.
• UKMT Junior & Senior Maths Challenges.
• Within the curriculum, there are infinite opportunities to include SMSC activities and discussions. A few of these opportunities are highlighted below.

Spiritual Development

Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of students. In Maths lessons students are encouraged to delve deeper into their understanding of Mathematics and how it relates to the world around them.

In all years, students are encouraged to solve problems in novel contexts, considering the information that they may need to arrive at a solution, as well as considering the impact of a change in one variable on the final solution and the conclusions that are drawn.

Students are also given regular opportunities to reflect on their work and respond to feedback from both their teacher and their peers. In this way, they learn to respect the views of others, as well as reflect upon their own understanding.

Students also have the opportunity to gain an appreciation of Mathematics through naturally occurring patterns and applications of the Golden Ratio, whilst Pi Day (14 March) has become a popular competition day in recent years.

Moral Development

The moral development of students in Mathematics is illustrated by the positive relationships between staff and students. Whilst the school wide behaviour policy is strictly adhered to, the approach of teachers to Maths lessons is professional and overwhelmingly positive. Teachers greet students with a smile and are excellent role models.

Within lessons, students have the opportunity to discuss consequences, such as conditional probability, as well as get involved real-life scenarios such as funfair games. The Toni Totti cross-curricular activity and other mysteries provide students with an opportunity to collaborate within the context of an investigation into illegality.

Social Development

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

Students are encouraged to develop their Mathematical reasoning skills, communicating with others and explaining concepts to each other. In lessons, this can take the form of “think, pair, share” tasks, data projects and other collaborative tasks, such as Tarsia puzzles.

Students are also given the opportunity to develop socially through extra-curricular activities, such as the UKMT Team Challenges, Chess Club and the annual “Mathematics of a theme park” trip for Year 7 students. Revision classes also run on a weekly basis.

Cultural Development

Mathematics is a universal language with a myriad of cultural inputs throughout the ages.

In Mathematics, students are given the opportunity to explore a range of methods to solve problems, which can be used throughout their studies. An example of this is the relatively new application of the bar model to fractions, percentages, ratio and solving equations. Students at Oxted are also encouraged to select their own methods from a range of possibilities. When multiplying, for example, students are introduced to column, grid and the Chinese lattice and invited to select their preferred method.

Students also explore cultural aspects such as exchange rates, compound interest, and investigating what constitutes a real living wage.

British Values

British values are not only present within the Mathematics classroom. The Mathematics Department also run family learning events and SEN workshops, where parents are encouraged to join the students in learning methods such as methods of multiplication, how to use the bar model for problem solving, and how to support Mathematics at home.

In all areas of music students are focusing on people and their backgrounds, social, spiritual and moral development.

Students not only perform music from different cultures and social backgrounds but have to consider their opinions on what they are studying and those of who they are working with.

Music aims to give a well-rounded education, not only of how to play instruments, but of the history of music and the people from those times, cultures and styles. This is not only happening within lessons but within our strong enrichment culture within the school.

These are the topics students study …

Year 7 Topic: Reading Music, Instruments of the Orchestra, Christmas Songs
Spiritual/cultural – looks at different types of Christmas songs, secular or religious.

Instruments of the orchestra – cultural, how instruments have developed over time and the types of people that would have had access to music in these periods in history.

Year 7 Topic: Gamelan
This is a very religious group of instruments, which comes from Indonesia. Students learn how to not only play the instruments, but follow the rules of the Gamelan – no shoes, not to step over the instruments etc. This is because the instruments represent different Gods and are said to have invisible strings connecting to the heavens, stepping over them breaks the connection. Students also learn about the story of the Gods behind the Gamelan and the cultural/moral connection of being part of the Gamelan. Only well respected members of the community are part of it and the larger the instrument the older and more respected you are – represents are more important God. Students work as a whole class to perform a piece of Gamelan music.

Year 7 Topic: African Drumming
Students learn about the African culture and the idea of the Master Drummer and working as a community. The Master Drummer must always be followed by the rest of the ensemble. They must have at least 20 years drumming experience and know every rhythm and dance move to every piece of their community and all neighbouring communities. Students develop their knowledge of how to create music as a group.

Year 7 Topic: Dance Music
Students look into how electronic dance music is created, who it is for and where it would be performed. They contrast this with music from the classical period, where it was commissioned and only played at much more formal occasions. Music was for the upper classes.

Year 8 Topic: Song Writing
Students look at how to not only have to work together to write a song, but study songs with social and political meanings. They have to not only identify what the song is about, but its message, where it could be performed and who the target audience is. For example, their listening assignment involves the song War by Edwin Starr, about the Vietnam war and Where is the Love by the Black Eyed Peas, about having respect for different backgrounds and religions. This is particularly current given the recent One Love Manchester performance.

Year 8 Topic: Performance Techniques
Students work in groups or as a class to create a performance. They have to weigh up each other’s strengths and weaknesses and work out how to perform together

Year 8 Topic: Bass Riffs and Hooks
A study of modern day and Baroque Music. Students focus on the differences between how composers created music in the 1600s and now, the types of audiences and venues for these styles.

Year 9 Topic: Blues
Students look into the cultural background of the blues, slavery and attitudes towards black civil rights, as we well as listening to and learning to perform in this style.

Year 9 Topic: Reggae
Students study the Rastafarian religion and Jamaica, how it differs to our culture as well as learning to perform in this style.

Year 9 Topic: Research Topic
This is an opportunity for students to choose any person/group from the music industry in any time period. Students have to talk about why this person inspires them, their background, how they came to be successful, the styles of music they create and the audience they aim their work at.

Year 9 Topic: 20th Century Music
Students study how 20th Century Music made people rethink the way music is created and heard. For example 4:33 where the instruments are completely silent but any sound around them is considered music. Students create music and listen to music in various 20th century art music styles and study the idea that this music is meant to challenge the listener.

Year 9 Topic: Film Music
Students create music to a soundtrack of a film and have to make a robot appear emotive. They also study how to create music for horror films and the history of film music and how music can represent a character.

Key Stage 4 & 5

Students study music from many cultures as well as fusion music which brings together music of varying cultures and social backgrounds.

Students also have to compose in these styles and perform with students who may have different musical backgrounds to their own, learn about music that is out of their comfort zone or not necessarily to their personal taste.

Enrichment

We run many programmes where students can take on responsibilities to develop as musicians and individuals as well as work with other students.

• School Show (every year)
• Junior Choir
• Senior Choir
• The ‘Shoop Shoop’ Sisters
• Oxted School Orchestra
• Samba
• String Group
• Brass Group
• Concert Band
• Jamming Club
• Carol, Spring and Summer Concerts
• KS3 Concert
• GCSE and A-Level Concerts
• Music Inter-House.

Spiritual, Moral, Social and Cultural education is a natural focus of MFL.

People, their relationships and their interactions with others are an intrinsic part of what we teach, and the cultural immersion of learning a language cannot be avoided.

In MFL, we give our students an opportunity to both consider the needs and experiences of people of other cultures, and reflect upon their own response to this.

We also encourage students to discover, discuss and debate unfamiliar lifestyles, global events, problems and changes.

Finally, SMSC is not confined to the MFL classroom – we hope that the study of languages will positively affect our students’ lives and their understanding of the world around them.

Spiritual Development

Faith and spiritualism play an important part in any society, whether in a religious or secular sense.

In MFL at Oxted, pupils are encouraged to consider this in the study of each of our languages, namely French, German and Spanish.

French

Key Stage 3: Students begin by exploring religious and Pagan celebrations and festivals in target language countries and reflect on their meaning and significance.

GCSE: We explore in more depth the role that different faiths now play within the societies of the target language countries and the affect that this has on the country’s politics and society e.g. the recent educational debate about the wearing of the veil in schools.

A Level: Older students look at the ‘bigger picture’ of immigration in France, German and Spain, its history and effects on current-day society. This includes a consideration of the role of religion within society.

Moral Development

Value Systems in other cultures

Moral development in MFL permits students to build a framework of moral values which regulates their personal behaviour. It is also about the development of understanding of society’s shared and agreed values.

Moral Development in MFL is also about students gaining an understanding of the range of views and the reasons for the range. It is also about developing an opinion about the different views. In our language studies they explore and analyse appropriate texts which furnish them with the knowledge and ability to question and reason, which enable them to develop their own value system and to make reasonable decisions on matters of personal integrity.

“Right and Wrong”

Students develop an awareness that life throws up situations where what is right or wrong is not universally agreed. Authentic target language texts are selected that extend students’ ideas and their moral and emotional understanding.

Developing a Personal Set of Values

Through reflection on texts, students express informed personal opinions. Students learn to articulate their own attitudes and values through being provided with opportunities to discuss matters of personal concern, related to books, films and texts read in class.

They are given, particularly in Year 12 and Year 13, opportunities to talk for a range of purposes including exploration and hypothesis, consideration of ideas, argument, debate and persuasion. In discussion they are encouraged to take different views into account and construct persuasive arguments

Key Stage 3: Students explore and compare relationships between friends and family members as well as between societies of different cultures and backgrounds.

GCSE: Students begin to discuss the rights and responsibilities of young people in their capacity as global citizens. They also explore and discuss voluntary work and related social issues. Students are encouraged to investigate the impact of drugs and alcohol on young peoples’ lives and society as a whole. Environmental issues and consequences are discussed and considered in greater detail.

A Level: Students are given the tools to explore, discuss and compare the moral tensions that young people face in the context of their country of birth. They investigate the media portrayal of the individual and its ethical connotations. Students explore and discuss the issues and projects that promote sustainable tourism, environmentalism and conservationism. Within the literature module, students are encouraged to question the moral implications of the periods of history (the French Occupation, the Division of Germany and the Franco dictatorship) and whether society has learnt from its past mistakes.

Inside and outside of the classroom students can appreciate and discuss the contribution of the leisure, travel and tourism sector to different national economies, and furthermore they have the tools to explore and discuss the sustainable development of tourist attractions/regions.

Social Development

Learning to Live

Within the MFL department we promote social development as a means of young people working effectively with each other and participating successfully in the community as a whole.

It is about the development of the skills and personal qualities necessary for living and working together. It is about functioning effectively in a multi-racial, multi-cultural society.

This includes understanding people as well as understanding society’s institutions, structures and characteristics, economic and political principles and organisations, roles and responsibilities and life as a citizen, parent or worker in a community. It also involves the development of the inter-personal skills necessary for successful relationships. In language lessons we:

KS3 to KS5

We achieve the above by encouraging our students to (the depth in which we study each theme is dependent on the stage of language acquisition and therefore vocabulary at their disposal):

• explore racism, segregation and prejudice in the target language countries
• explore healthy lifestyles and refer to the negative impact of smoking, alcohol or drug abuse
• discuss the pros and cons of marriage and cohabitation
• discuss the right to vote and about age of consent for various rights
• explore marginalisation and social exclusion i.e. unemployment and homelessness

To achieve all of the above, students learn in a safe environment conducive
to collaboration and the sharing of ideas.

Beyond the Classroom

Past and future school exchanges allow our students to appreciate that relationships are not bound nor restricted by cultural nor physical factors. With the emergence and development of e-mail and social networking, students are able to maintain constant contact and versatile contact with both school peers and foreign pen-friends.

Cultural Development in Modern Foreign Languages

Local, National and Global Cultures

Cultural development in MFL is about our students understanding their own culture and other cultures in Oxted, Surrey and Britain as a country as a whole.

It is also about:

• understanding cultures represented in Europe and elsewhere in the world
• understanding and feeling comfortable in a variety of cultures
• being able to operate in the emerging world culture of shared experiences provided by television, travel and the internet
• understanding that cultures are always changing and coping with change
• ensuring we value our cultural diversity and in our efforts to prevent racism
• breaking through linguistic and cultural barriers

• reflecting on how different cultures are portrayed in their text books and in various authentic resources from magazines, newspapers, flyers and on the internet

Beyond the Classroom

Visits to target language countries and links with schools in target language countries have been established and are open to all students, not just those studying MFL.

Through this, we aim to make our students understand the meaning, nature and value of the multicultural make-up of target language countries.

Spiritual Education 

Involves students developing a variety of skills, e.g. performing a sequence in gymnastics, which allows the students to express their feelings and emotions as well as be amazed by what their bodies can achieve.

This happens within Oxted School PE department through a well-balanced PE curriculum, including core PE, GCSE, BTEC or A-Level qualifications and enrichment opportunities where students are able to explore many activities and also take on many different roles within sport such as leader or coach.  The students are able to feel the emotions and feelings that go with each role and activity and develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. Students are consistently encouraged to use their imagination and creativity in their learning and showcase a willingness to reflect on their experiences.

Moral Education 

In PE concerns students having the opportunity to understand how PE can influence their healthy living and lifestyle.

PE highlights the advantages of health and lifestyle through team sports and health related fitness. PE in general teaches students about code of conduct, etiquette, handshake before and after matches, applauding the opposition, fair play, unwritten rules and sportsmanship. In every lesson students abide by the rules and regulations, gaining a good understanding of rules of sport and the importance of infringements such as penalties and red cards allow students to understand the consequences of their actions which in turn helps students apply this understanding to their own lives.  Within the PE department at Oxted School students are challenged to increase their personal level of fitness and to understand the benefits of this.  They are also taught about the importance of being healthy and activity and how this plays a role in society as a whole.  The concepts of self-discipline to excel are essential. Students are taught that the only way you can achieve in sport to a high standard is if you work hard and if you can discipline yourself to train and apply yourself.

Social Education 

Involves students having the opportunity to work as a team, as well as reflect on feelings of determination and enjoyment. Students are given the role of a coach or leader to develop their social skills in co-operation, communication, commitment, loyalty and team work.

The Oxted School PE department provides a varied and balanced curriculum as well as extracurricular opportunities and teams at all levels of competition in a variety of sports and activities.  This gives students the opportunity to work together as a team and work on communication and leadership skills.  Many students take on the roles of leader and coach during PE lessons and can be assessed in these roles through the BTEC Sport qualifications at Level 2 and Level 3.  Students are always challenged to give 100% during PE lessons and the department has a strong ethos of encouraging others during lessons.

Cultural Education 

In PE means students are given the opportunity to learn games and dances from different traditions, including their own as well being able to appreciate the differences between male and female roles within sport.

The Oxted School PE department activity promote and celebrate a variety of local, national and international sporting events, students are encouraged to watch, listen and read reports on these sporting events and celebrate in the success of British sporting hero’s, but hero’s from around the globe. The students at Oxted School have the opportunity to learn many sports which originated from this country and also others.  The students are often taught about the origins of a certain sport and also the countries around the world that excel at each sport.  The students are given the opportunity to compete against other schools from around the country in a variety of sports.  This often means the students are absorbing themselves into different cultures from around the country and learning respect for these cultures.

Examples of Spiritual, Moral, Social and Cultural Education in PE include:

• Students reflecting on values surrounding competition which includes ‘winning at all costs’ as well as sportsmanship and fair play.
• Students learning to handle success and defeat with dignity.
• Giving time for focus group discussions on lesson objectives and outcomes as well as listening to other people’s opinions and giving feedback.
• Students being introduced to tactics and strategies in sport.
• Students developing their moral stance through developing a sense of fair play and positive sporting behaviour as well as reflecting on the need for rules.
• Students discovering the role of sport and dance in society and the arts as well as learning dances from different traditions.
• Students becoming aware of different cultural attitudes towards aspects of physical activity.
• Students competing against schools around the country often from different cultures.
• Students experiencing different roles and the emotions that go with each role.
• Students are challenged to increase their personal fitness and know the role in society of being healthy and active and free from illness/disease.
• Students learn that sport has rules to keep people safe as does society for the same reason.
• Students are challenged to give 100% effort in lessons and have an ethos of encouraging others as they should in life.
• Students are asked to reflect on their actions and how this affects others in a team.
• Students are taught to believe in themselves and what they can achieve if they have a ‘can do’ attitude.

British Values 

We aim to instil British values to all our students in a variety of ways within Physical Education.

Through our carefully planned curriculum we aim to teach and develop lifelong skills that are applicable not just in PE lessons but is wider society also.

Democracy

Within all lessons students get the opportunity to have their opinions heard amongst their peers when discussing topics and current issues and tactics.

Students are encouraged to learn about democracy and allowing everyone the opportunity to have their say. This is often seen through feedback and peer and self-analysis tasks within lessons.

Rule of Law

A key part of Physical Education lessons is about teaching students about rules, sportsmanship, etiquette and fair play.

In every lesson students abide by the rules and regulations, gaining a good understanding of rules of each sport and the importance of infringements such as penalties and red cards allow students to understand the consequences of their actions which in turn helps students apply this understanding to their own lives.

Individual Liberty

Within our lessons students are taught about self-discipline and that to be successful you must work hard, show resilience and have a growth mind-set that anything can be achieved if you put your mind to it.

Individuals are encouraged to make sensible and informed choices in lessons and to take ownership and leadership for this. This is demonstrated through ensuring the working environment is safe as well as students regularly being in charge of warm-ups and cool-downs being responsible for their group’s cardiovascular element and stretching.

Tolerance

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

They are also taught about respecting students’ different abilities and also the calls/judgements made by officials during games.  They also look at the expression of different cultures and be tolerant of the actions and decisions made by individuals. We also celebrate the decisions and actions where possible. In GCSE PE and BTEC Sport students learn how many different factors influences peoples participation in sport – these factors include religion and personal belief.

Religious Education plays a significant role in the personal development of children and young people.

At its heart is the intention to enable children and young people to become “religiously educated” in order to face the demands of the contemporary world. Given the opportunities for encountering people of different beliefs and lifestyles, RE also has a key role to play in fostering respect and social cohesion. As well as being “religiously educated”, RE helps students to become “skilled cultural navigators”, able to handle the differences of faith and belief around them, as well as establish their own sense of identity and belonging.

Spiritual Development

Ofsted Definition: 

Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

Spiritual education in RE involves the experience and search for meaning, the purpose of life and the values by which we live. In learning about a range of different religious traditions and why people believe, students that the opportunity to learn from their experiences, to reflect on and interpret spirituality in their own lives and to reflect on ultimate questions

Examples of Spiritual Development include:

• Students being given the opportunity to explore beliefs and values from a range of different religions and cultures; learning about shared and differing views and beliefs.
• In KS3 students explore all of the six world religions, in KS4 the exam syllabus focuses on the beliefs and practices of Christianity and Islam.

Moral Development

Ofsted Definition: 

Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.

Moral education in RE allows students to learn about shared and differing moral values from religious and secular perspectives. RE provides opportunities for students to debate moral dilemmas about right and wrong, good and bad, peace, etc. RE encourages students to discuss ideas such as people’s responsibility towards to world and generations to come. In RE students are encouraged to make a personal response to right and wrong and to consider a range of responses to moral issues.

Examples of Moral Development

• Students exploring a range of perspectives on key moral and ethical issues such as peace and conflict, crime and punishment, relationships and family.
• Students become aware of the positive impact that religion has in society by exploring the way in which religion affects daily life, moral decisions and social responses from its believers.
• In RE students consider a range of different religious teachings and faiths from Year 7 through to Year 11. They are taught within the different topics and units that people may hold different viewpoints.

Social Development

Ofsted Definition: 

Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British Values‘ of democracy, the rule of law, liberty, respect and tolerance.

Social education in RE involves exploring the similarities and differences in religions and cultures though which students make links between faith and personal action in everyday life. This is reflected in their relations with others through activities such as discussion and debate, and in their ability to work cooperatively with others.

Examples of Social Development

• As part of the skill of critical analyses students in KS3 compare and contrast the views within a religion itself and with other religions.
• In KS4 students compare the similarities and differences of the faith and practices between Islam and Christianity,  they also compare the different approaches of these two religions to many ethical issues on peace and conflict, crime and punishment, relationships and family.

Cultural Development

Ofsted Definition: 

Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.

Cultural education in RE includes learning about a range of different religious traditions, giving students an opportunity to learn what it means to belong, to become confident in themselves and be able to respond positively to similarities and differences in our changing multi-ethnic and multi-faith society.

Examples of Cultural Development

• Students explore and examine a range of different religions and cultures, giving them the opportunity to develop an understanding of multiculturalism, diversity and respect for others.
• Within KS3 and KS4, RE students consider the fundamental British Values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. They are also taught that there can often be conflict between being a religious person and the law of the land.

Teaching and Learning in the Science department at Oxted offers a wide variety of SMSC opportunities.

Spiritual Development

Sometimes science and spiritual ideas do cause conflict but in a modern society it is important to understand why these conflicts arise so we can respect the views of others and move forward.

It is also seen more often that science is able to stand alongside the spiritual beliefs of many. This is looked at often from a neutral stand point within science lessons.

Experiencing awe and wonder:

• The use of particle accelerators in Physics.
• The impact of waves (Tsunamis and Earthquakes) in Physics.
• Evolution in Biology.
• The Big Bang Theory in Physics.
• The development of the periodic table in Chemistry.
• The miracle of birth in Human Biology.

Exploring the values and beliefs of others:

• The use of stem cells in reproductive research and the cure for inherited diseases.
• The morality of blood transfusions for some religious groups.
• Genetically modified crops.
• The impact of pollution on our planet.
• The anti-evolution movement (creationism).

Understanding human feelings and emotions:

• The impact of drug misuse.
• The impact of alcohol on individuals, families and society.
• Human behaviour and psychology.

Using imagination and creativity in learning:

• Students develop speaking skills.
• Presentation skills.
• Creative learning tasks.
• Using descriptive writing to elicit emotion and feelings.

Moral Development

Our understanding of Science has allowed us to develop technology we could not have imagined 50 years ago.

Now however, we must start deciding if we should we do all the scientific activities we are able to or morally should we decide not to. This can be as simple as should we test medicines for humans that could save lives on animals causing them cruelty? It could be as complex as should we allow somatic or germ line cell therapy. Moral development is a vital part of any scientist’s development. Students will need to develop a good understanding of it to firstly pass exams which always comprise of ethical questions but more importantly to become a good rounded scientist.

Investigating moral values and ethical issues:

• Human impact upon our planet and environment.
• Should we colonise Mars?
• The ethics of human organ transplantation.
• The debate on the use of alternative energy forms.
• The safety of nuclear fuels and reactors.

Recognising right from wrong and applying it:

• The use of biotechnology.
• Farming – are we dependent on monocultures?
• Deforestation.
• Animal rights.

Understanding the consequences of their actions:

• Staff role model the behaviour expected from their students.
• The legal aspects of drug abuse.
• The growing impact of rising obesity levels in Western Society.
• The use of chemical based fertilisers on land – eutrophication.

Social Development 

Science is changing our society.

The life expectancy is getting longer, people are driving more efficient cars, more and more people are putting solar panels on their rooftops. Our society has become dependent on scientific developments which we could not have foreseen 50 years ago but also our lives are likely to change significantly in the future because of our reckless damaging activities to the environment as a human society. Students must consider their impact on the world around them and start to look at what we can do to help the next generation have a habitable planet.

Developing personal qualities and social skills:

• The use of mobile phones and smart technology.
• Limestone quarrying.
• Listening to the viewpoints of different scientific groups and politicians.
• Developing the ability to take a full and active part in lessons.

Participating cooperatively and resolving conflict:

• The nuclear debate pros and cons.
• Fossil fuels v biofuels.
• Should we colonise Mars?

Understanding how communities and societies function:

• Limestone quarrying.
• Laws relating to drink driving.
• The law in UK relating to euthanasia compared to European laws.
• How science is portrayed in the media.

Cultural Development 

Scientific development comes from all across the world, from people of all backgrounds and cultures.

Some of science’s most important discoveries have come from other parts of the world and it’s important for students to understand this as many believe that progress comes largely from the UK or America. It is also important to understand how the different cultures around the world can have different impacts on the planet and what impact more economically developed countries have on poorer areas. This will also be vital into the future as we need to monitor the impact of quickly developing cultures around the world on our environment.

Exploring, understanding and respecting diversity:

• Understanding genetic variation.
• Plant and animal biodiversity.
• Classification and ecology.

Participating in and responding to cultural activities

• Celebrating Space.
• Star formation.
• Big Bang Theory.
• Changing ideas about the universe.
• Transplantation tourism.
• Understanding and appreciating personal influences.

Celebrating the role scientists have played in our society. For example the influence of: 

• Isaac Newton
• Charles Darwin
• Gregor Mendel
• Dmitri Mendeleev
• Galileo Galilei
• Caroline Herschel
• Claudius Ptolemy
• Nicolaus Copernicus
• Marie Curie
• Johannes Kepler
• Lise Meitner
• Robert Boyle
• Mary Anning
• William Herschel
• Rosalind Franklin
• Barbara McClintock.