Cross-Curricular SMSC at Daylesford Academy
In English we aim to develop and nurture SMSC and British Values into our curriculum and through lesson delivery. Our content and use of language aims to incorporate and develop mutual respect, tolerance, promote rule of law, democracy and liberty. We teach a range of diverse pupils from a range of backgrounds and we address a number of areas as part of our planned SOW.
Some key areas are outlined below:
At KS3 we cover modules such as Fairy Tales’ which explore tales from different backgrounds that promote morals and values which link to the British Values. Through studying a range of text we explore themes linked to rule of law, respect and tolerance. This is also encouraging pupils to explore gender roles and how they have changed and developed promoting equality and respect.
Through the ‘War’ module pupils are able to explore British history and discuss ideas linked to democracy.
Pupils are able to implement above themes by creating their own narratives through the creative writing modules and are able to create characters who reflect morals and values as discussed and debated. Pupils are encouraged to build and learn new vocabulary and discuss ideas such as stereotyping, the importance of law and are routinely encouraged to talk about their social and emotional challenges.
Through our English Language GCSE modules pupils at KS4 are able to explore a range of SMSC and British Values themes and ideas. Through studying a range of fiction and non-fiction such as ‘A Christmas Carol’ pupils are able to explore moral consciousness and responsibility, as well as themes of charity and giving. Themes of mental health are also explored through extracts such as ‘The Tell Tale Heart’ which allow pupils to discuss mental health and compare historical and modern attitudes.
British Morals and SMSC ideas are also discussed through looking at non-fiction extracts which explore real life issues linked to racism, mental health, social images and the module also allows pupils to create their own non-fiction writing through speech and letter writing giving their point of views on views such as racism, social media, mental health and so on.
Through debate and discussion pupils at all levels are able to give their own opinions in a safe, secure and stimulating environment.
Social – Working in groups to review and evaluate work of industry professionals as well as each other’s work in a productive and respectful manner, improving social skills.
Moral – Writing music that has a positive/realistic message about the impact and consequences of our past and current behaviour, as well as the behaviour of those in our local community.
Cultural – Listening to and incorporating elements of music from different cultures and other parts of the world
Spiritual – Showing respect and understanding of others beliefs and experience when taking part in group discussions and exploring our own imagination and creativity.
We use inclusive language and examples that include different families, and take opportunities to mention LGBT+ people in the field of maths and related disciplines (For example Alan Turing can lead to a whole Code Breaking Unit of work).
We include reference to ethnic minorities, the LGBT+ community and different family structures when posing questions. We use research into the experiences of LGBT+ people in data handling and examine arguments for and against capturing data on sexual orientation and gender identity.
The mathematics curriculum promotes the British values of tolerance and resilience on a daily basis through problem solving and understanding of complex concepts, encouraging students to persevere and try different methods to arrive at a correct solution. Students are encouraged to builds on and learn from their mistakes in maths lessons.
Mathematics is an ancient and universal subject. People of all faiths, cultures, creed and colour use Mathematics every day in their lives. The first people to know and do calculations were mathematicians from Arabia, Greece, and Iran – in fact, the word ‘Algebra’ comes from Persian and Arabic language. Mathematics is a universal language understood by all people of all types of ethnicity and backgrounds all around the globe. When delivering Mathematics to students of different backgrounds, staff ensure that students know the background of mathematics and how it is related to all and every one of us from cradle to grave – whether shopping, paying bills, going on holiday, working, or studying.
In terms of British Values, we incorporate these in the following ways:
Democracy: Students consider and debate the consequences, advantages and disadvantages of things such as ethical decisions relating to Maths, business and economies, and how maths is used and abused as well as how data can be used to change perception, opinion, action and cause reaction.
Individual Liberty: Opportunities to discuss viewpoints are encouraged whilst ensuring students are respectful to others. At the same time, students are reminded of an expectation of respect for all others. Through various forms of mathematical issues, freedom of speech is discussed.
Tolerance: Values such as respect, tolerance of other opinions and positive criticism are embedded in Maths to develop students who are resilient, respectful, determined and respectful creates a positive set of values to apply to all areas of life and help develop student’s character.
Respect: At all times within the subject, students are encouraged to recognise an individual’s strength and support their development. Students are encouraged to embrace diversity and treat all others with respect, both in and out of the classroom. We encourage equality and diversity at every opportunity.
Here at Daylesford Academy, our Food Technology department contributes to the pupils’ SMSC development by incorporating the core principles through a wide and comprehensive curriculum which meets the learning needs of all of our pupils in an inclusive and empathetic manner.
Spiritual development of pupils is shown by:
- Providing students with the opportunity to participate in making and evaluating food from other countries, and having an understanding about how food differs in other countries and continents from the world around them.
- Acknowledging and exploring government guidelines for healthy eating and dietary requirements to make healthy life choices.
- By offering feedback and assessment that values pupils’ effort and achievements.
- Mutual respect is developed through the process of peer evaluation of each other’s work and standards, and a positive and informative use of feedback from teaching staff both formerly and in-formerly throughout the academic year. A pupil’s ability to self-reflect is developed through self-assessment.
- Both classroom and practical based lessons in Food offer pupils the opportunity to reflect on their experiences, use their imagination and creativity when cooking.
- Pupils have the opportunity to reflect and consider a range of factors in the natural world and how these influence chefs and culinary traditions.
- Pupils also explore how a range of beliefs influence food choice and habit as well as using a range of equipment and explore properties of ingredients both organic and non-organic to create a range of dishes using herbs and fruits
The moral development of pupils is shown by:
- By developing individual skills, confidence, independence and creativity through practical cooking lessons. Pupils learn and make decisions about food safety and hygiene.
- Promoting participation and teamwork in practical cooking lessons, which ultimately encourages pupils to work co-operatively.
- Reflecting on the ethical issues around food such as price, income, fair trade, food miles and sustainability. Opportunities are provided to appreciate the views of others, which are crucial to enable the development of pupils social and moral skills.
- Reflecting on the moral issues concerning food production in other countries of the world.
- Lessons and work experience opportunities are offered so that pupils have enjoyment and a fascination to learn about the food they eat.
- Pupils explore mass production and principles of wastage such as the 3 ‘R’s and how they make a positive contribution if utilised effectively. Pupils are encouraged to explore different uses for food waste.
- Pupils are actively encouraged to research and explore culinary habits and traditions and how we have become more multi-cultural.
The social development of pupils is shown by:
- Developing partnerships with outside agencies and individuals to extend pupils’ cultural and social awareness i.e. colleges/parents/chefs through work experience opportunities.
- Positive and effective links are made with the world of work and wider community through careers opportunities.
- Pupils are encouraged to research and explore different factors relating to how a person’s culinary influences effect food choices such as finance, religion, traditions and exposure habits.
- A range of scenarios encourage pupils to explore a range of multi-cultural foods. Projects allow for group work to enhance and develop social skills along with appropriate knowledge required for the course.
The cultural development of pupils is shown by:
- Giving pupils the opportunity to explore cultural differences in food and diet – to explore their own cultural assumptions and values.
- Pupils are encouraged to recognise and respect cultural and social differences of other pupils within food lessons.
- Pupils learn to cook a variety of recipes including traditional British foods and world foods.
- Pupils learn about Government guidance given on Healthy Eating and the concern for the health of the British population.
- Pupils are encouraged to look at and sample a range of ingredients from different cultures as well as developing an understanding of dietary beliefs such as kosher and vegetarianism and veganism. Pupils expand their creativity by exploring how recipes and dishes from different cultures can influence modern cuisine and how many of these traditions are celebrated throughout a diverse and multicultural society.
We incorporate British Values into our curriculum by introducing students to a variety of different cultures, religions, and genres via the media of film and film making. Photoshop and filmography units give students the opportunity to explore the moral obligations of the media in presenting balanced cultural and spiritual views, as well as positive body image and self worth.
- We seek to explore creativity and imagination in the design and construction of digital products
- We promote self-esteem through the presentation of your work to others
- Students explore how ideas in computing have inspired others
- We create digital products which incorporate personal beliefs
- We encourage good etiquette when using digital technology including mobile devices and with due regard to e-safety
- We encourage respect for other people’s views and opinions
- We encourage respect for the computer room and the equipment you use and how this affects others
- We encourage respect in the use of digital equipment and its impact on the environment – for example, ink and paper wastage
- We explore moral issues around the around the use of digital technology – For example, copyright and plagiarism
- We explore the promotion of moral issues through your digital products
- We encourage students to assist one another in problem solving
- We encourage appropriate social behaviours in the classroom including listening whilst others are talking and generally interacting as caring a community
- We encourage good practice and respect in the use of social networking
- We encourage the sensible use of digital technology in the classroom situations given that we are currently living in a digitally cultural environment
- We encourage an awareness and appreciation of the digital divide and to be aware of differing cultural and spiritual or religious views towards the use of digital technology
- We empower pupils to apply their ICT and computing skills and knowledge to the wider curriculum and acknowledge links between subjects. For example, co-ordinates in programming and their connections with Maths and CDT
Science covers a broad range of topics that encourage the development of students’ SMSC understanding. We ensure that there is ‘literacy for all’ in every lesson, so pupils are continually expanding their subject-specific vocabulary. There are posters promoting British values around the room, which often inspire discussion between students.
- The importance of a healthy, balanced diet
- Vaccinations – arguments for and against, as well as economical and political influences
- Medicines and drugs – practical and moral aspects of the development and testing of clinical drugs
- Hormones in controlling fertility and the use of fertility drugs (including problems and benefits)
- Artificial selection, including arguments for and against selective breeding, stem cell research and genetic engineering
- Local, national, international and global environment – including the effects of pollution, use of plastics, pesticides, recycling and land fill
- Darwin’s theory of evolution
- Natural selection and the use of medicines and drugs to increase life expectancy
- Sexual reproduction – including the use of contraception, IVF and chromosomes
- Fracking and the extraction of ores – impact on communities and the environment, plus the economic gain vs the drawbacks on the landscape and economic factors
- Exploring the positive and negative aspects (as well as the moral standpoints) of the manufacturing and use of plastics
- Development of biodegradable alternatives to packaging, pipes and containers – the cost, revenue and benefits of doing so
- Energy forms, matter, bi-products and waste
- Use of energy resources – including the development of reusable energy and how to conserve energy at home
- The use of nuclear fuel and its dangers
- Insulation of homes and the use of electricity
- The effect of ultraviolet light waves on human body tissue and the importance of sun safety
- Health benefits of micro waves and the use of energy-efficient lamps and other appliances
- The use of X-rays for medical treatments
- The impact of mobile phones and Bluetooth on our health
Art and Design
Art promotes SMSC, British values and tolerance in a variety of different ways. For example: exploring ideas, encouraging creative responses, analysing different cultural influences, and considering different styles and religious iconography within art and design.
Pupils and students are encouraged to work with mutual respect for each other. They may explore controversial issues but must always maintain tolerance for the beliefs and opinions of others. Lessons allow students to discuss a wide variety of artists, designers and makers including key historical and current British art movements. Students have also been involved in the design and creation of our Centre’s art mural in the sports hall.
Independent work is expected. Peer, self and teacher assessment supports and builds self-esteem and resilience through tasks, sharing ideas and resources, peer-assessment and encouraging students to support each other. Art lessons focus on artists from wide range of social, cultural and religious backgrounds, including openly LGBT+ artists and artwork that promotes inclusivity and acceptance. Furthermore, we have external providers attend the Centre to work with students on culturally unique art forms such as henna tattooing.