Personal Development SMSC & RSE

Spiritual education in Computing provides opportunities for reflection about the achievements in technology today and the possibilities for the future. Computing allows pupils to have the opportunity to reflect on, for example, how computers can sometimes perform better in certain activities than people. Pupils are encouraged to express their own opinion and explore different examples.  

Moral education in Computing helps pupils to explore aspects of real and imaginary situations and enables them to reflect on the possible consequences of different actions. Through e-safety topics, pupils explore the acceptable use of social media and the consequences of misuse.    

Social education in Computing involves collaborative work which encourages social development. It also helps all pupils to express themselves clearly and to communicate. It involves pupils being encouraged to develop their team working skills through collaborative work and research. Pupils often work collaboratively to understand new concepts and share information researched, thus giving the Pupils responsibility over their work.    

Cultural education in Computing involves the breaking through of linguistic and cultural barriers. It is possible to e-mail or chat across the world and to word process in different languages. ICT creates new opportunities to communicate such as social networks. Whilst studying various aspects of ICT, Pupils are asked to reflect on how different cultures are portrayed on the internet and why or who is portraying them in this way. Pupils are also challenged to think about how differing cultures access and use the internet and what implications this has on the individual and the culture.   

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

• Pupils exploring moral issues relating to access when considering the use of large information systems 
• Understanding the need for online safety and the range of criminal activities which take place over the internet 

Spiritual, Moral, Social, and Cultural (SMSC) development in Business 

Business plays a pivotal role in promoting the spiritual, moral, social, and cultural development of pupils. It encourages learners to critically analyse the ethical dimensions of business decisions, appreciate the diversity of global markets, and understand the role of business in fostering societal well-being. Through real-world applications, debates, and collaborative activities, pupils are empowered to become thoughtful and responsible contributors to society. 

How SMSC is Embedded in the Business Curriculum 

Spiritual Development 

• Fostering Reflection: Pupils are encouraged to reflect on the deeper purpose of business and its role in improving lives and addressing societal challenges. They reflect on the values and beliefs that underpin business practices, such as corporate social responsibility (CSR) and ethical sourcing. 
• Inspiring Creativity and Aspiration: Entrepreneurship lessons allow pupils to explore their creativity and envision themselves as future business leaders who can make a positive impact on the world. 
• Example: Pupils consider the ethical dilemmas faced by businesses when balancing profit-making with environmental sustainability, e.g., studying fair trade initiatives of Nescafe. 

Moral Development 

• Understanding Ethical Dilemmas: Pupils have discussions around ethical decision-making in business, such as the consequences of exploiting workers, misleading advertising, or environmental degradation. 
• Encouraging Debate: Ethical debates help pupils critically evaluate issues such as consumer rights, advertising transparency, and corporate responsibility. Encouraging pupils to debate real-world scenarios to understand the moral implications of business activities. 
• Example: Exploring the implications of sweatshops and debating whether multinational corporations such as Nike have a moral duty to improve working conditions in developing countries. 

Social Development 

• Collaboration and Teamwork: Pupils develop teamwork, communication and leadership skills while working on business projects or case studies, which are vital for functioning in a business environment. 
• Understanding Social Responsibility: Pupils explore the role of businesses in creating jobs, supporting local communities, and contributing to economic growth. 
• Example: Taking inspiration from Good Morning Britain’s 1 million minutes campaign; Pupils work together to create a business plan for a social enterprise addressing a community issue, such as homelessness or loneliness and pitch their ideas to the class.  

Cultural Development 

• Appreciating Global Diversity: Pupils examine the cultural diversity in global markets and how businesses adapt their strategies to respect cultural differences. 
• Developing Cultural Awareness: Lessons highlight how cultural factors influence marketing, human resource management, and global trade. They explore how cultural values shape consumer behaviour and influence marketing strategies. 
• Example: Pupils investigate a range of multinational corporations and how they adapt to working in global markets; for example pupils analyse how McDonald’s tailors its menus in different countries to reflect local tastes and traditions such as introducing McSpicy Paneer in India. 

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

• Case Studies: Real-world examples, such as the impact of Gregg’s charity initiatives and Marks & Spencer’s commitment to Plan A (a sustainability strategy), help pupils understand the intersection of business and ethical practices. These case studies inspire critical thinking about the broader impact of business decisions. 
• Debates and Discussions: Topics like “Should businesses always prioritise profit over ethics?” encourage pupils’ critical thinking and moral reasoning. Or “Is it fair for CEOs to earn significantly more than employees?” challenge pupils to engage with moral questions and articulate their perspectives. 
• Role-Playing and Simulations: Pupils are provided many opportunities to assume roles in a business scenario; such as managing a CSR strategy e.g creating a sustainable product and considering business expansion methods and the impact they have on differing stakeholders to understand decision-making complexities. 
• Global Perspective: Lessons on international trade, exchange rates, and global supply chains encourage pupils to appreciate the interconnectedness of the modern world and the need for cultural sensitivity in business.  
• Trips: Visiting businesses helps pupils understand the social and cultural aspects of running a business; for instance in year 10 pupils visit Disneyland Paris and the business convention.  

By embedding SMSC into Business, pupils develop a well-rounded understanding of the role of business in society and grow into responsible, ethical, and culturally aware individuals. 

SMSC in Drama 

Spiritual education in Drama is shown by pupils use of imagination and creativity and in their willingness to reflect on their own experiences. Playing a role needs an understanding of a character’s feelings, values and motivations. Pupils can draw on their own experiences to understand the different experiences of others.   

Moral education in Drama is developed through research and understanding of a character. In exploring a role, they may distinguish between what is good and bad within a fictional context, which may help make a distinction between ‘right’ and ‘wrong’ in real life.  

Social education in Drama is shown by their working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds. Drama is a team game. Pupils must practice good group work, which isn’t just listening and involving others but also having the common sense and empathy to take into account people’s different viewpoints. These group working skills are central to the study and creation of Drama.  

Cultural education in Drama is shown by pupils understanding and appreciating the wide range of cultural influences that have shaped their own heritage and those of others. Drama is a cultural activity. It is one of the oldest art forms and subjects of study. It is through Drama that we communicate. Drama can be used to question society, and those in power. In good times, we turn to Drama to entertain us and help us celebrate.   

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

• Role-playing exercises where pupils take on characters who grapple with questions of identity, purpose, and morality. 
• Writing and performing monologues that delve into their characters’ internal struggles, dreams, and motivations. 
• Exploring the use of silence and stillness to convey spiritual or emotional depth. 
• Reflecting on the characters they play, the themes they explore, and the emotions they experience. 
• Discussions where pupils can share their thoughts on the drama work they are engaged in, allowing them to learn from each other’s perspectives and deepen their collective understanding. 

SMSC in Art 

Spiritual education in Art is encouraged through the experience and emotion of response to the creative process. Through a sensual approach to feeling, seeing and hearing, pupils respond creatively themselves. We aim to nurture feelings, enhance moods and enable pupils to reflect on the beauty and wonder of artistic expression in art.  

Moral education in Art involves pupils expressing their own response to  the work of practitioners in expressing unfairness, injustice and in celebrating the victory of good over evil. Encouraging critical discussion in response to challenging art is an integral process in learning and development.  

Social education in Art provides an individual and collective experience that contributes to a student’s social development. Art lessons provide the opportunity to explore and express ideas and feelings. Throughout this process, Pupils develop their ability to identify, listen to, understand and respect the views and values of others in discussion. 

Cultural education in Art involves Pupils developing an aesthetic appreciation of the arts drawn from a wide variety of traditions with a diversity of genres, forms and purposes. Pupils have an opportunity to explore aspects of their own culture and begin to recognise, and appreciate, differences in art from different times and places. They can also begin to make connections between different cultures.

SMSC Design and Technology and Food 

Spiritual education in Design and Technology and Food provides pupils with the opportunity to explore designs from all over the world and the global impact of the production of products. Pupils learn to understand how design decisions can impact culture and religion. Mutual respect is developed through the process of peer evaluation of each other’s work and standards. A pupil’s ability to self-reflect is developed through self-assessment. Both classroom and practical based lessons offer pupils the opportunity to reflect on their experiences, use their imagination and creativity when manufacturing products to solve problems. 

Moral education in Design and Technology and Food develops individual skills, confidence, independence and creativity through practical lessons. Pupils will be equipped with the appropriate training and knowledge to manage their own safety in the D&T workshops. The subject promotes participation and teamwork in practical lessons – encouraging pupils to work co-operatively and accept accountability for their engagement. Pupils reflect on the ethical issues around design such as price, income, fair trade, pollution and sustainability. Opportunities are provided to appreciate the views of others on the moral issues of product production in other countries, including the use of cheap labour and poor working conditions. Lessons and extra-curricular activities give pupils enjoyment and a fascination to learn about design and manufacturing. 

Social education in Design and Technology and Food come when positive and effective links are made with the world of work and wider community through the curriculum and by looking at how different organisations combine in the design process.  

Cultural education in Design and Technology and Food gives pupils the opportunity to explore cultural differences in the use of products and how they’re designed. Pupils are encouraged to recognise and respect cultural and social differences of other pupils within lessons. Pupils learn about the consumer rights their impact on retail. This includes the relevant British standards for design and manufacturing within the UK.  

SMSC in English 

Spiritual development in English involves pupils acquiring insights into their own personal existence through literacy appreciation and analysis. Through reflection on literary works,  pupils consider the attribution of meaning to experience. Through careful selection of novels and plays, pupils consider the belief that one’s inner resources provide the ability to rise above everyday experiences. This is specifically demonstrated in year 8, when pupils discuss the barriers that people face in life and how we can overcome these. Pupils are provided with opportunities to extract meaning beyond the literal, consider alternative interpretations and hidden meanings while engaging with ideas in fiction, non-fiction, poetry and drama. Pupils explore how choice of language and style affects implied and explicit meaning. 

Pupils experience a rich variety of quality language use and learn how to use language in imaginative and original ways, drawing on their reading, and considering how words, usage and meaning change over time.  

Moral development in English involves pupils exploring and analysing appropriate texts which furnishes them with the knowledge and ability to question and reason, which enables them to develop their own value system and to make reasonable decisions on matters of personal integrity. Pupils develop an awareness that life throws up situations where what is right or wrong is not universally agreed. Novels and plays are selected that extend pupils’ ideas and their moral and emotional understanding. From Greek myths in year 7 to An Inspector Calls at GCSE, the concept of morality is a thread that runs through the curriculum.  

Pupils learn to articulate their own attitudes and values through being provided with opportunities to discuss matters of personal concern, related to books and plays read in class. They are given 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.  

Social development in English involves pupils reading novels and short stories that offer perspectives on society and the community and their impact on the lives of individuals. Pupils are provided with opportunities to read texts that portray issues and events relating to contemporary life or past experience in ways that are interesting and challenging. The curriculum carefully considers the demographic of pupils and, as a result, provides opportunities to explore writers and texts that take them beyond their own experience. 

In taking different roles in group discussions, pupils are introduced to ways of negotiating consensus or agreeing to differ. Pupils are provided with opportunities to consider the coinage of new words and the origins of existing words, explore current influences on spoken and written language, examine attitudes to language use, and consider the vocabulary and grammar of Standard English and dialect variations.  

Cultural development in English involves short stories and plays being selected which encourage pupils to empathise with the feelings and experiences of others in order to develop their understanding of other people’s attitudes, ideas and behaviour. Pupils develop sensitive awareness of, and the ability to respond constructively to, the backgrounds, experiences, concerns, feelings and commitments of others through poetry, imagery, drama, role play, myth and historical narrative. 

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

• Pupils being given the opportunity to compare their own culture and community with that which is different. For example, in year 8 pupils explore social structures from different cultures. From this, they read Ishwari’s Children and compare how their experiences differ from the characters, who live in Bangladesh 
• Pupils becoming aware of how different societies function and different social structures 
• Pupils addressing issues of discrimination within texts. After learning about the literary canon in year 7, pupils spend year 8 exploring why working-class writers, female writers and writers from non-white European backgrounds are underrepresented in the literary canon 
• Pupils being given the opportunity to develop empathy for characters and understand the feelings and emotions of characters in the text 
• Pupils being encouraged to make reasoned judgements on moral dilemmas that occur in texts 
• Pupils covering intangible concepts such as love, beauty and nature in poetry 

SMSC in Geography 

At Woldgate School, the Geography Department is committed to fostering the spiritual, moral, social, and cultural (SMSC) development of all students. Geography provides a unique opportunity to explore the complex relationships between people, places, and the environment, encouraging students to become thoughtful, informed, and globally-aware citizens. 

Spiritual Development
Through the study of awe-inspiring landscapes, diverse ecosystems, and human achievements, we inspire students to reflect on their place in the world and their connection to the environment. Students explore questions of identity, belonging, and the meaning of sustainable living. 

Moral Development 

Geography encourages students to consider ethical issues such as climate change, resource distribution, and global inequality. We challenge students to evaluate the impact of human decisions on people and the planet and develop their own informed values and responsibilities. 

Social Development 

Our lessons emphasize collaboration, communication, and problem-solving, enabling students to work effectively in teams. Through fieldwork and group activities, students develop interpersonal skills and a sense of community while exploring diverse societal structures and challenges. 

Cultural Development 

By studying different cultures, traditions, and global perspectives, students develop respect and appreciation for diversity. We explore how cultural practices shape human geography and promote understanding of how interconnected we are in a globalized world. Our curriculum supports students in becoming critical thinkers and active participants in shaping a sustainable and equitable future, equipping them with the knowledge and skills to thrive in a dynamic world.

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

• Pupils explore the wonder of natural phenomena like volcanoes, waterfalls, and earthquakes, fostering a sense of curiosity and awe.
• Discussions about the interdependence of life systems, such as the Amazon rainforest and Antarctica, allow students to reflect on their responsibility toward environmental stewardship.
• In lessons, pupils debate the ethical implications of deforestation in the Amazon, urban regeneration in areas of deprivation, and the impact of globalisation on people and the planet. Case studies like the impact of Typhoon Haiyan and responses to global warming challenge students to evaluate human decisions and their moral consequences.
• Fieldwork activities, such as investigating coastal erosion or conducting urban studies, encourage teamwork and shared responsibility. Students also explore topics such as migration, urbanization, and sustainable development, promoting an understanding of societal dynamics and the challenges of living in a shared world. 

SMSC in History 

Spiritual education in History involves the mystery of how and why events in the past happened and their many causes. We help pupils to a realisation that events did not have to happen that way, they could have taken other directions. It also involves realising the incredible significance that some individuals have had in the past, the distortions that can take place through time and the multitude of different interpretations that can be made about one single event. History allows pupils to see the similarities between people now and in the past and sometimes through sources we feel that we can almost reach and touch them.  

Moral education in History involves pupils being encouraged to comment on moral questions and dilemmas. History is a story of right and wrong and pupils develop the ability to empathise with the decisions which ordinary people made at the time, based on their historical situation.  

Social education in History encourages pupils to think about what past societies have contributed to our culture today. A student’s own social development is encouraged through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate better.  

Cultural education in History involves pupils developing a better understanding of our multicultural society through studying links between local, British, European and world history.  

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

• Pupils being given the opportunity to explore the beliefs and values from past societies and from a range of different countries.  
• Pupils questioning the moral codes of different societies. 
• Pupils exploring the nature of slavery and the slave trade in the 18th and 19th centuries. They compare the values with their own beliefs about rights and systems of enslavement.  
• Pupils exploring why men joined the army in 1914 and the issues of right and wrong in fighting for your country. 
• Pupils exploring the treatment and persecution of minorities in Hitler’s Germany. 

SMSC in Media 

Spiritual education in Media involves analysis of films, documentaries, or advertisements that deal with existential questions, spirituality, or personal growth. Discussions focus on how media can reflect and influence personal beliefs and values. We examine how different religions and spiritual beliefs are portrayed in the media; discussing accuracy, stereotypes, and the impact these portrayals have on public perception.  

Moral education in Media teaches Pupils about the ethical responsibilities of media producers, including issues like truthfulness, fairness, and respecting privacy. We encourage pupils to consider the ethical implications of the media content they create, such as the potential impact of their work on different audiences and the importance of avoiding harmful stereotypes.  

Social education in Media. We explore how the media acts as a tool for social change, community building, and raising awareness of social issues. We also study how media influences social behaviors, norms, and values. Discussion and project work promotes collaboration, communication, and teamwork, helping pupils develop important social skills.  

Cultural education in Media involves helping Pupils understand and appreciate the diversity of cultures represented in the media, as well as the cultural impacts of media on society. This aspect of education encourages Pupils to critically engage with media from various cultural perspectives and understand the role media plays in shaping cultural identities and narratives.  

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

• Discussing case studies involving ethical dilemmas in journalism, advertising, or entertainment. 
• Critically analysing the moral messages conveyed in films, TV shows, and advertisements. 
• Debates on the moral implications of controversial media topics, such as violent video games, sensationalist news coverage, or the representation of marginalized groups in the media. 
• Analysing campaigns, documentaries, or social media movements that have successfully influenced public opinion or policy. 
• Studying social media’s role in shaping youth culture or the effects of reality TV on societal expectations. 
• Engaging pupils in group media production projects, such as creating a short film or a school newspaper. 
• Exposing pupils to films from different countries and cultures. 
• Explore the use of cultural symbols in media, exploring how certain images, colors, or motifs are interpreted differently across cultures 

SMSC in Modern Foreign Languages 

Spiritual development in MFL concerns pupils wondering at the number of different and similar ways that people have developed to express themselves and ideas. Pupils also look at the simplicity and the complexity of these ideas and the ways in which we learn and construct our languages.  

Moral education in MFL covers many issues in a global society context such as issues relating to the environment, work opportunities, social mobility, travel as a means of exploring the world and the consequences of this. In the target language, we explore our opinions about the fairness of school rules in Year 10, what makes a good friend in Year 10, what we need to do to look after the environment in Year 11, and the topic of crime and criminals and how best to discourage repeat offense in Year 13. 

Social education in MFL concerns communicating with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.  

Cultural education in MFL is achieved through pupils valuing all languages and cultures and therefore learning to understand and respect other people. Travelling to other countries enables pupils to directly experience different cultures and speaking in the local language allows a greater understanding of the architecture and events taking place around them. Currently at Woldgate School, we offer 2 residential trips where the target languages are spoken. We go to Andalucia in Spain and Paris in France. There is also a lot of cultural input in the classroom. 

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

• Looking at cultural festivals such as Christmas, Easter, La Fête des Rois and El Dia De Los Muertos and seeing how these are celebrated in different countries.
• Aiming to break down stereotypes and looking at the similarities as well as the differences between countries and cultures. 
• Researching projects on different countries and preparing presentations and leaflets to express our ideas e.g. healthy eating posters and environmental projects. 
• Allowing Pupils to develop an appreciation of theatre, music, art and literature by listening to music and watching films e.g. ‘Les choristes’ and ‘Zipi y Zape y el club de la canica’ in year 9. 
• Exploring people’s experiences of and encouraging student involvement in debates and discussions on healthy lifestyles, environmental issues, crime, marriage / divorce, single parent families, poverty and charitable organisations. 
• Explicit teaching of cultural norms in different countries and discussion about how these are different to our own. 
• Teaching the dangers in the target language of smoking, drugs, alcohol and the internet. 
• Engaging in ‘group talk’ where Pupils practice turn-taking and respectfully agreeing and disagreeing with each other. 
• Pupils are taught to express and justify their opinions with reasons. This is built into every unit from Year 7. 
• Taking part in MFL foreign trips to further embed their cultural curiosity. 

SMSC in Music 

Spiritual education in Music. The music curriculum focuses on helping pupils explore and express their own spirituality, understand the spiritual dimensions of music, and appreciate the role of music in spiritual practices across different cultures. Lessons can become a space where pupils explore spirituality in a meaningful way, enhancing their understanding of both music and their own inner lives.  

Moral education in Music involves using music to explore ethical questions and developing pupils’ understanding of moral values. We encourage them to reflect on their own moral beliefs and actions. Music education can help pupils develop a deeper understanding of moral issues, fostering a sense of ethical responsibility and encouraging them to consider the impact of music on themselves and society.

Social education in Music involves using music to help pupils develop social skills, understand the role of music in society, and explore how music can foster community, collaboration, and social change. Social education helps pupils develop important life skills, fosters a sense of community and belonging, and encourages them to think critically about the role of music in society and their own social responsibilities. 

Cultural education in Music involves helping pupils appreciate and understand the rich diversity of musical traditions from around the world, and how these traditions reflect the values, history, and identities of different cultures. Cultural education in music help pupils develop a deep appreciation for the diversity of musical expressions around the world and fosters an understanding of the cultural contexts that shape these expressions. This contributes to a broader respect for global cultures and an awareness of how music can both reflect and influence cultural identity.  

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

• Pupils explore how different cultures use music in spiritual or religious contexts, such as gospel music,  Blues and Reggae.  
• Composing or performing music that evokes emotions or reflection can help Pupils connect with their own sense of spirituality.   
• Pupils discuss how music can express personal beliefs, values, and experiences, allowing them to reflect on their own identities.   
• Analysis of songs with moral or ethical themes, such as protest songs, can encourage Pupils to consider issues like equality, justice, and human rights.   
• Discussing the responsibilities of musicians and the music industry, including the impact of lyrics on listeners, can provoke thoughtful moral discussions.  
• Pupils are encouraged to compose their own music or lyrics that convey a moral message, such as promoting peace or environmental stewardship.   
• Group performances and ensemble work teach Pupils about teamwork, communication, and respecting different roles within a group.   
• Pupils work together to create music, fostering a sense of community and mutual respect.   
• Pupils explore music from different cultures, gaining an appreciation for diverse musical traditions and understanding the cultural context in which they developed.   
• Practical lessons include performing pieces from non-Western musical traditions.
• Lessons include the study of how historical and cultural events have influenced the development of music genres, such as jazz or classical music.  
• Pupils investigate how music reflects cultural identity.
• Music lessons link with history (studying music of different eras), religious education (exploring religious music), or geography (exploring the music of different regions).    

SMSC in Physical Education 

Spiritual education in Physical Education involves pupils developing a variety of skills, e.g. performing a sequence in dance or gymnastics which allows the pupils to express their feelings and emotions as well as be amazed by what their bodies can achieve.  

Moral education in Physical Education concerns pupils 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. Pupils are also able to understand the rules of activities and the reasons why they need to abide by them and understand what fair play is.  

Social education in Physical Education involves pupils having the opportunity to work as a team, as well as reflect on feelings of determination and enjoyment. Pupils are given the role of a coach or leader to develop their social skills in co-operation, communication, commitment, loyalty and teamwork.  

Cultural education in Physical Education means pupils 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.  

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

• Pupils reflecting on values surrounding competition which includes ‘winning at all costs’ as well as sportsmanship and fair play 
• Pupils 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 
• Pupils being introduced to tactics and strategies in sport 
• Pupils developing their moral stance through developing a sense of fair play and positive sporting behaviour as well as reflecting on the need for rules 
• Pupils discovering the role of sport in society 

SMSC in Religious Studies 

Spiritual development in Religious Studies  involves the study of many different worldviews, and non-religious worldviews, for example in Year 9 pupils will look at the beliefs of the Bah’ai religion at KS3.  At GCSE level pupils study Islam in greater depth in addition to Christianity. 

 Moral development in Religious Studies involves learning about the importance of Human Rights, including examples from across the world from when they have been broken. Pupils study about crime and punishment, contrasting this with the message of forgiveness and reconciliation at GCSE level. 

Social development in Religious Studies involves pupils considering what it means to be a part of a community.  Pupils study the wide variety of different worldviews and non-religious worldviews, cultural and ethnic practices and activities that take place in Britain e.g. religious festivals and cultural events. This encourages pupils to develop an understanding of the importance of community cohesion and promoting racial harmony. Pupils reflect on injustice that occurs in Britain and around the world. All Year 7 pupils also take part in the Archbishop of York Young Leaders Award.  

Cultural development in Religious Studies involves learning about how the media represent issues e.g. for example in the Year 8 unit “The Global Dimension” pupils study the benefits and challenges of media and technology for religion in the world today.  This develops a consideration of different cultures and the similar/contrasting practices. Pupils explore the importance of racial harmony and community cohesion.  

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

• Considering human rights and the sanctity of human life 
• Class debates on, amongst other things, the existence of God, when life begins, the role and importance of the family, the end of life and good and evil 
• Pupils consider ethical dilemmas and issues arising from STEM 
• Examples of food, festivals and cultural activities to develop Pupils’ knowledge and therefore reduce prejudice. 
• We also have a close link with York Interfaith group and all Year 10 pupils are fully involved in an Interfaith Day each year, where members of all worldviews and non-worldviews spend the day with pupils. 
• We also have other key speakers that visit school, such as YoYo (York  Schools Youth Trust) 

SMSC in Science 

Spiritual education in Science involves the search for meaning and purpose in natural and physical phenomena. It is the wonder about what is special about life and awe at the scale of living things from the smallest micro-organism to the largest tree and the interdependence of all living things and materials of the Earth. It concerns the emotional drive to know more and to wonder about the world and aesthetically appreciate its wonders including, for example, the enormity of space and the beauty of natural objects or phenomenon such as plants, animals, crystals, rainbows, the Earth from space etc.  

Moral education in Science encourages Pupils to become increasingly curious, to develop open mindedness to the suggestions of others and to make judgements on evidence not prejudice. Pupils realise that moral dilemmas are often involved in scientific developments. When considering the environment and the use of natural resources pupils consider the effect on future generations. 

Social education in Science involves group practical work which provides opportunities  to develop team working skills and to take responsibility. Pupils must take responsibility for their own and other people’s safety when undertaking practical work. Science has a major effect on the quality of our lives. Pupils are encouraged to consider the benefits and drawbacks of scientific and technological developments and the social responsibility involved.  

Cultural education in Science involves thinking of scientific discoveries as being as much of a part of our culture as great music and films. Credit is given to scientific discoveries of other cultures. Science is also seen as a contemporary activity and developments are made all over the modern world. It is therefore an activity undertaken by a wide range of men and women in many different cultures both now and in the past. The interdependence of the world in environmental issues is central to science. 

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

• Pupils gaining an insight into the chemical nature of natural changes in the lithosphere, hydrosphere, atmosphere and biosphere 
• Pupils debating the ethical issues surrounding current issues such as stem cell cloning to cure diseases 
• Learning about the future implications of the use of finite resources and landscape changes 
• Learning about theories concerning the creation of the universe and evolution of life  
• Looking into the future options for the production of electricity, alternative fuels, and methods to reduce pollution