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SMSC Spiritual, Moral, Social and Cultural experiences in the currculum at Old Priory

SMSC opportunities at Old Priory

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

Mathematics

By making connections and

considering pattern, order, symmetry and scale in both the man-made and natural world.

By engaging pupils playfully;

for example, in unequal shares of resources, why might someone be upset if they received less than other people?

By reflecting on data that has moral and ethical implications; for example at harvest time, pupils consider the percentage of people around the world suffering from hunger.

By the sharing of resources within the classroom, the negotiating of responses and group problem solving.

 

By asking questions about the history of maths: for example,

‘What did the Greeks discover that we still use in maths today  ‘How do we read and use Roman numerals?’

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

English

In responding to a poem, story or text; pupils can be asked,

‘I wonder what you think happens next?’ ‘How would you feel if you were the

person in the story?’ ‘Where

have you met these ideas before?’

By appreciating the beauty of language.

By exploring stimulus for thinking about the consequences of right and wrong behavior; pupils can speculate and apply their learning to their own lives. When they do this they are developing their speaking, listening and higher order thinking skills.

By considering different perspectives. Through dilemma and debate genres.

By supporting conceptual and language development through an understanding of and debates about social issues e.g. the use of social media.

By providing opportunities for talk in a range of settings, especially through the ‘Talk 4 Writing’ approach.

By pupils telling stories from their own cultures and backgrounds creating the idea that ‘everyone has a story to tell’

By providing opportunities for pupils to engage with texts from different cultures e.g. creation stories from around the world, myths and legends, poems from other cultures etc.

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

Science

By demonstrating openness to the fact that some answers cannot be provided by Science.

By creating opportunities for pupils to ask questions about how living things rely on and contribute to their environment.

 

By offering pupils the chance to consider the wonder of the natural world and the inventions which have made the world a better place.

By considering that not all developments have been good because they have caused harm to the environment and to people.

By encouraging pupils to speculate about how science

can be used both for good and evil.

By using opportunities during Science lessons to explain how to keep other people safe and how they might protect a younger or vulnerable young person.

By exploring the social dimension of scientific advances e.g. environmental concerns, medical advances, energy processes.

By asking questions about the ways in which scientific discoveries from around the world have affected our lives. There is a rich heritage of scientific discoveries from Hindu, Egyptian and Muslim traditions

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

MFL – French is taught from

Y3 upwards

By exploring the beauty of languages from around the world through topic work e.g.  learning French and knowing where around the world the French language is spoken.

By exploring the way language is constructed.

By helping pupils to have an accurate and truthful understanding of the French culture.

By learning the skill of communicating in different ways.

By exploring different social conventions e.g. forms of address in French.

By appreciating the language and customs of others.

By exploring the literature and culture of other countries.

By taking part in cultural occasions e.g. Divali and Chinese New Year

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

 

History

By considering how things would be different if the course of events had been different; for example what difference would it have made if the Romans had not invaded Britain or if he Normans had not been successful in 1066?

By speculating about how we mark important events from history and the people who shaped them e.g. Guy Fawkes on the 5th November, Remembrance Day.

By exploring the results of right and wrong behaviour in the past e.g. wars.

By considering some of the characteristics of people who have had a bad influence and caused suffering to others. What have others done to stop injustice? Are there examples of this from the Isle of Wight area?

By going beyond the facts and asking pupils to make hypotheses and pose questions such as ‘what if…?’

‘what would have turned a tragedy into a triumph?’ etc.

By giving the trigger for discussions about how groups and communities organised themselves in the past e.g. Romans.

By considering questions about social structure in the past. for example, What might pupils say about the rights of children in Victorian times? Is it important that society looks after young children? Are there people in the world who still don’t get a fair deal?

By encouraging pupils to talk to their parents and grandparents; for example, when learning about war through exploration of Remembrance.

By exploring the history of the Plymouth and history around us in Devon and Cornwall.

By investigating how culture is shaped by history, exploring the ‘cultural heritage’ and in particular the Christian

Influence on British culture.

By taking pupils on visits to heritage sites e.g. Plympton Castle

 

                   

 

 

 

 

 

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

Geography

By using Google maps and asking pupils to imagine what it might be like to live in different parts of the world

 

By making links with history when exploring the environment and speculating on why the landscape is as it is

 

By comparing their lives with pupils living in other countries or other part of the UK, possibly through a schools linking programme being confirmed.

By considering how people treat the environment; posing questions such as, ‘How are we changing our surroundings

– are some things for the better and others for the worse?’ Who benefits and who suffers? What should be our personal response to these? Who should look after our environment?

By working towards Internal Awards

status from September 2016.

By providing positive and effective links with the community, both locally and through linking with other schools with different demographics both in the UK and globally ( being sourced in the MAT)

By considering social responsibility e.g. care for the environment and impact of traffic on the local area

By making links with other countries through schools linking and cultural theme days

 

By exploring cultures that have had, and still have an impact on the local area  

 

 

 

 

 

 

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

 

RE

By experiencing wonder and joy through learning about and from stories, celebrations, rituals and different expressions of religion and world views – Christianity and Hinduism in KS1 extending to include Judaism and Islam in KS2.

By asking and responding to questions of meaning and purpose.

By considering ‘big questions’ about God and the world

By exploring spiritual practices such as worship and prayer, and considering the impact of these on believers and any relevance to their own life

By exploring morality including rules, teachings and commands such as The School Behaviour Policy, The Ten commandments, the sayings (hadith) of Muhammad in Y6 unit.

By investigating the importance of service to

others in Hinduism and in Y4 Community unit etc.

By exploring religious perspectives and responses to evil and suffering in the world

By asking questions about the purpose and meaning of reconciliation and salvation e.g. exploring Yom Kippur.

By exploring the qualities which are valued by our school through our core values of trust, love and courage, as well as a civilized society – thoughtfulness, honesty, respect for difference, independence and interdependence in Y1 rules and values in a community unit.

By asking questions about the social impact of religion at an age appropriate level

By exploring similarities and differences between faiths and cultures – t include Judaism and Islam in KS2.

By considering in particular. different cultural expressions of Christianity in Y4.

By learning about UK Saints, especially through celebration of these in Collective reflections

By engaging with text, artefacts and other sources from different cultures and religious backgrounds.

 

 

 

 

 

 

 

 

 

Subject

 

 

 

 

 

 

 

 

 

We promote spiritual development

 

 

 

 

 

 

 

 

 

We promote moral

development

 

 

 

 

 

 

 

 

 

We promote social

development

 

 

 

 

 

 

 

 

 

We promote cultural

development

PSHE/

Circle

Time/

Leadership

By developing an awareness of and responding to others’ needs and wants.

By exploring meaning and purpose for individuals and society.

By developing resilience and inner strength.

By exploring spiritual practices such as worship and prayer, and considering the impact of these on believers and any relevance to their own life

By exploring what is right and wrong and to work out what we need to do in this

particular community to make sure everyone thrives.

By making explicit links to the school’s ethos

By helping pupils to engage in a democratic process for agreeing the rules for community life e.g. creating class expectations.

By creating opportunities for pupils to exercise leadership and responsibility through membership of the pupil voice groups and pupil surveys. E.g. pupils might be asked ‘Why do we think this is important?’ ‘What could we do about it?’ ‘Who would like to take it further?’

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

By exploring how different cultures can offer great insights into how we lead our lives

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

 

Art and

Design

By providing plenty of rich opportunities for pupils both to explore the spiritual dimension and natural phenomena

By exploring different artists’ interpretations of a key figure or event and asking what the artist was trying to convey e.g. birth of Jesus in RE. By allowing pupils to show what they know through their own expression of big ideas about life e.g. ethical issues.

By promoting the process of

‘reviewing and evaluating’; for example, visiting a museum and associated follow-up work.

By exploring how emotions and inner feelings are expressed though painting, sculpture and architecture.

By responses to and use of visual images to evoke a range of emotions.

By sharing of resources.

By exploring social conflict and resolution.

By exploring art as a powerful social tool e.g. in advertising, in representing particular groups.

By experiencing a wide range of creative media from around the world.

By developing aesthetic and critical awareness at an age appropriate level.

 

                   

 

 

 

 

 

 

 

 

Subject

 

 

 

 

 

 

 

We promote spiritual development

 

 

 

 

 

 

 

We promote moral

development

 

 

 

 

 

 

 

We promote social

development

 

 

 

 

 

 

 

We promote cultural

development

 

Music

By allowing pupils to show their delight and curiosity in creating their own sounds.

By making links between their learning in RE, Geography etc. with music being played as background i.e. Christmas Carols, Indian music.

By considering how music makes one feel and can

‘move us’ deeply.

By exploring how music can convey human emotions such as sadness, joy, anger etc.

By appreciating the self- discipline required to learn a musical instrument e.g. By Year 4 all learning instruments and offering pupils other musical tuition.

By exploring how an ensemble or orchestra works together

By discussing and experimenting with what would happen if musicians in a band/group didn’t co- operate.

By appreciating how music is used in different ways in different settings e.g. for pleasure, for worship, to help people relax.

By giving all pupils an opportunity to learn a musical instrument and to take part regularly in singing in assemblies.

By encouraging pupils to listen and respond to traditions from around the world

By appreciating musical expression from different times and places

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

Design and

Technology

By enjoying and celebrating personal creativity e.g. creating Money Boxes. Designing a bird feeder, a creative plant holder etc..

By reviewing and evaluating created things.

By raising questions about the effect of technological change on human life and the world around them.

By exploring dilemmas that individuals may face and developing practical solutions to these problems

By making a contribution to the local society through supporting Plymouth rehabilitation programmes of youth teams.

By considering cultural influences on design

By asking questions about functionality v aesthetics

                   

 

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

Computing

By wondering at the power of the digital age e.g. use of the internet

By understanding the advantages and limitations of ICT.

By using the internet as a gateway to big life issues.

By exploring the moral issues surrounding the use of data.

By considering the benefits and potential dangers of the internet – e.g. campaigns for charities and injustice as a force for good. Cyber bullying as a danger.

By considering the vision of those involved in developing the web.

By links through digital media services with other schools and communities.

By highlighting ways to stay safe when using on line services and social media

By being prepared to work with technology to forge new relationships.

By discussing the impact of ICT on the ways people communicate e.g. Skype.

By exploring human achievements and creativity in relation to worldwide communications.

By developing a sense of awe and wonder at human ingenuity

 

Subject

We promote spiritual development

We promote moral

development

We promote social

development

We promote cultural

development

PE

By delighting in movement, particularly when pupils are able to show spontaneity.

By taking part in activities such as dance, games and gymnastics which help pupils to become more focused, connected and creative

By being aware of one’s own strengths and limitations e.g. swimming lessons, participation in Sports Day.

By discussing fair play and the value of team work.

By developing qualities of self- discipline, commitment and perseverance.

By developing sportsmanship e.g. through shaking the hand of a competitor at the end of an event, regardless of the result.

By developing a sense of belonging and self-esteem through team work to create a dance, participate in a race etc.

By developing a sense of community identity through taking part in inter school events

By offering a variety of extra-curricular sporting activities that are cross phase/year group, enabling pupils’ to work together in a variety of different groupings and contexts.

By learning about the history of sport, and where they originate from e.g. The Olympics when studying the Greeks.

By making links with national and global sporting events such as the World Cup and the Olympics.

By exploring rituals surrounding sporting activities e.g. medal ceremonies, learning and singing the national anthem

 

 

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