Spiritual, Cultural, Social and Citizenship

Spiritual, Cultural, Social and Citizenship Development – Including Modern British Values At Colne Primet Academy

SMSC is a core part of Colne Primet’s ethos, helping students to develop personally and apply what they learn in the classroom in school and the community.

Provision for the spiritual development of pupils includes developing their:

ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
knowledge of, and respect for, different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences

Provision for the moral development of pupils includes developing their:

ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England
understanding of the consequences of their behaviour and actions
interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Provision for the social development of pupils includes developing their:

use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
acceptance of and engagement with 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 will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Provision for the cultural development of pupils includes developing their:

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

At Primet Academy all students benefit from Personal Development time with their tutors. This supports their SMSC education as well as other aspects of their personal and character development, including Personal, Social, Health Education and Citizenship Education.

In addition to this all students have Religious and Citizenship Studies, where they will cover a range of thought-provoking topics to support their spiritual, moral, social, and cultural development. SMSC lays at the heart of the PSHE and RCS curriculum.

SMSC is also supported by all other subjects in school. The aim of our SMSC curriculum is that our students acquire the knowledge, understanding and skills they need to manage their lives and prepare for life in modern Britain. We hope to enable students to acquire the necessary life skills so that they can develop the qualities and attributes they need to thrive as individuals, family members, and members of society.

Creative and Vocational

Spiritual – students explore the spiritual side of the arts within our curriculum area. This includes appreciating the use of art, music, dance and performance with spiritual links, as well as a medium for students to showcase their own beliefs and spirituality through the ideas they create and work they produce.

Moral – exploring moral dilemmas and how to respond in certain scenarios is addressed throughout the curriculum in drama. Work that covers environmental factors is key when educating students how to respond in a way that promotes a positive moral compass, is covered in terms of materials in DT and issues such as food miles and sustainability in Food. In PE, fair play and honesty when competing is encouraged so that sportsmanship is developed and nurtured from the start of their journey at the Academy.

Social – interaction is key in all creative subjects where we constantly scaffold positive social interactions when responding to ideas and work produced by members of a class. Students are equipped with the ability to articulate ideas in group work, and to work as part of a team, which is a key feature particularly in PE and drama, and to accept points of view of other students. This includes analysing, evaluating, coaching, with both areas of strength and areas where improvements could be made, when giving and receiving feedback. In drama and PE students also gain opportunities to mix in different social groups and work cooperatively with them.

Cultural – different cultures are explored through the arts in a variety of ways. Exposing students to art, music, food, performance, dance and sports from different cultures, is key to developing their experience, knowledge and appreciation of differences and similarities between different cultures. Students use these experiences in project work and when developing their own ideas and projects in drama, art, music and dance.

English

Spiritual – students explore the impact of the spiritual on writers. With a particular focus on authors such as Charles Dickens and Wilfred Owen who both valued the impact of spirituality within their writing. Students are asked to read and write with a consideration of spirituality and an understanding of the impact that this can have on a text and how it is delivered and received.

Moral – students explore crime and punishment, as well as considering the morality of war and the impact that this has had and continues to have on soldiers and their families. We also look at morality within a family unit and the value of honesty. This is covered very clearly within KS4 where a focus on ‘A Christmas Carol’, ‘Macbeth’ and ‘An Inspector Calls’ ensures that students are asked to consider what is right and wrong in terms of the behaviour of the characters and use this to reflect upon their own actions. This also leads to a consideration of responsibility and why it is important to understand the impact of our actions.

Social – building a safe and secure environment where collaboration and discussion are rife is essential to a successful English Department. Throughout the curriculum, we provide opportunities to work together in order to demonstrate the key skills of communication. Through our work on controversial areas such as Crime and Punishment, we require that our students are empathetic towards others and that they build into their interactions the required listening skills, so that they can effectively formulate their own responses.

Cultural – as we are in a multi-cultural setting, the curriculum for English is designed to focus not only on some key parts of our locality (such as the Pendle Witches) but also to explore the literature of other cultures in order to present a broad understanding of the world and its texts to our students. We look at ‘Poems from other cultures’ and through our ‘Power & Conflict’ poetry anthology in KS4 allow the students to understand different times and different places, both in the UK and abroad. This allows our students to deepen their understanding and appreciation of other cultures.

Humanities and MFL

Spiritual – Students’ curiosity in the past and world we live in is encouraged and underpins our curriculum area’s lessons. We study intangible concepts, empathise with past and contemporary world citizens and place emphasis on cultural appreciation. We provide opportunities for students to reflect upon the landscapes and environments we study in lessons and personal reflection of their own lives and work. Though Religion and Citizenship Studies Students search for meaning and explore the values by which we live. In learning about different religions and why people believe, students have opportunity to learn from their experiences, to reflect on and interpret spirituality their own lives and discuss ultimate questions.

Moral – Moral questions form a key part of our curriculum area’s enquiries. This includes debates surrounding the death penalty, medical ethics, the Just War Theory, use of Empire, government control of birth rates, multi-national conglomerates and sweat shops. The question of ‘How did this happen?’ can be seen throughout the curriculum area from the Rise of the Nazis to contemporary treatment of refugees and extremism.

Social – Social issues and the stories, successes and needs of diverse groups are throughout our diverse curriculum. We discuss sustainability with our future leaders and how religion, morality and social skills underpin the society we live in and want to improve. We have moved away from a Whig historiography to be inclusive and learn the relevant stories to our students. Students explore similarities and difference by sharing their experiences and opinions. Students must learn to accept differing viewpoints and are taught how to look at things from a different understanding and opinion. Tolerance and respect are expected to be shown in lessons by all those taking part.

Cultural – The contribution of distinct cultures to human development is integral to our curriculum. Work and assessment are varied to include creative and artistic forms. The reasons, history and current examples of migration are visible throughout the curriculum. We are conscious to discuss the role and power of the media in our society. Students are given the opportunity to understand and appreciate the wide range of cultural influences that have shaped their own heritage and that of others. Overall, we want to expose our students to as varied and diverse a diet as possible.

Maths, Computing and Business

Spiritual - As a faculty we encourage our students to develop deeper thinking and questioning of the way in which the world works to promote spiritual growth. Our aim is to give all students an appreciation of the richness and power of Maths, Computing and Business allowing opportunities for reflection at the awe and wonder about the achievements made today and the possibilities for the future.

Moral - Within every classroom, we encourage respect and reward good behaviour. We value listening to others' views and opinions on problem solving. We promote discussion about mathematical and computational understanding and challenge assumptions, supporting students to question information and data that they are presented with. We show the students that we are on a quest for truth by rigorous and logical argument whilst discouraging jumping to conclusions. We promote the ethos that it is accepted to make mistakes as longs the correct methodology to obtain the otherwise correct answers is then learned and remembered. Our students will consider the effects of developing technologies, social networking and the consequences of cyber bullying, including acts of legislation which protect and allow Businesses and us as individuals to thrive.

Social - Within every classroom, we look for opportunities to use mini whiteboards to promote self-esteem and build self-confidence. As students develop their skills in a range of topics and software, they are encouraged to work collaboratively to find solutions while developing a respect for ideas, methods and opinions that aren’t their own. We help students to develop their voice and powers of logic, reasoning and explanation by offering explanations to each other as well as produce work that reflects the needs of diverse audience within our community and the wider community. As a team we seek out events and team challenges for increased pupil involvement. We annually participate in Maths challenges and organise for the local primary schools to join in as well as seeking out guest lectures to come and encourage students to participate in mathematics further. Within Business Enterprise and Marketing, we assist students in developing presentation skills by facilitating group learning and support. Students will pitch a business proposal to an audience, and they will learn how to offer constructive feedback to improve presentation skills.

Cultural – Across our curriculum students will develop an appreciation of mathematical and coding languages which have developed from many different cultures around the world. We look to make explicit reference to key contributors in the development and progression of each subject as we teach topics throughout our scheme of learning.

Science

Spiritual – In Science, students curiosity is explored. Through Scientific enquiry students are able to question and test to deepen their understanding of science. Lessons and experiments allow students to experience enjoyment and fascination about the world around them. They test and challenge their understanding of the world around them consider ultimate questions from a scientific perspective, such as how was the world created. They explore the wonder of the human body and understand their connection to the natural world.

Moral – Moral questions are discussed and highlighted throughout our curriculum. The changing views of Scientific ideas are explored, and we question the moral aspects of certain ideas in Science such as genetic modification, renewable energies, GM foods, stem cells, climate change and factors affecting physical health.

Social – Science allows students to work collaboratively in both discussion work and practical work. Students are encouraged to problem solve as part of a team and learn how to communicate their ideas effectively. When considering scientific explanations of ultimate questions, religious tolerance is expected to be shown towards those who may also hold such beliefs.

Cultural – Science has developed over time through a variety of different cultures past and present. As we learn about the history of these varying theories the cultures behind them are also explored. This can include looking at the history of scientific theories or developing an understanding on how global warming and climate change can impact different cultures.

Modern British Values

It is an expectation that that students experience in school is underpinned by ‘the acceptance and engagement with 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 develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain’ Ofsted Inspection Handbook August 2016.

Values align with the Primet Values demonstrated in the PRIMET Positives. We are committed to serving our community and surrounding areas. We recognise the multicultural, multi faith nature of the United Kingdom and understand the crucial role we play in promoting these values.

Community Projects

Across the Pendle Education Trust family, there are many opportunities for students to support local and national charities, as well as community causes and national events. Being a part of the local community is hugely important to our students and staff, who are encouraged to take part in local projects and events. We work closely with groups across Pendle to provide our students with new and exciting opportunities. These include working with Building Bridges, who have set out a clear structured approach on the importance of education establishments leading the way for young people to learn about diverse cultures, common values, and how schools and young people can have a positive impact on the development of community relations and cohesion.

Duke of Edinburgh

Our students are given the opportunity to take part in the Duke of Edinburgh Award. With numbers of participates increasing each year, not only do our students learn new skills, but the programme gives them chance to build new friendships and memories and stand out when they come to apply for college, university, an apprenticeship and/or a job. You can read more about the DofE by visiting www.dofe.org

Below are further examples of activities linked to our Modern British Values, though this is by no means exhaustive.

Democracy

Democracy in action - Student Voice throughout school
Input from students on the range of extra-curricular activities in PE and CVOC on offer show democracy in action.
Elections for form captains and house captains.
Involvement in Youth Parliament – elections for Pendle Youth Council and elections for Youth Parliament.
Collective worship themes include ‘democracy.’
History curriculum on development of democracy in the UK from 1066 to today.
Geography: emancipation of women in LEDC, equal rights for women.
R.S.: equality for gender, race, age, ability.

Rule of Law

R.S: study crime and punishment and why we punish criminals and aspects of capital punishment, abortion, euthanasia, divorce.
History: crime and punishment through the ages.
Health and safety rules explored in DT and Science. Implications of these rules covered.
Y9 English unit on Crime & Punishment and arguments for & against the death penalty.
Assembly – firework safety & the law surrounding fireworks.
All year assembly on the importance of school rules.
Internet safety, CEOP etc covered in form, assemblies 7 Computing Curriculum.
Employment Law through PSHE
KS3 PE - Learning the importance of following specific rules and the consequences.
KS4 PE- students take the role of official. This gives them the opportunity to enforce the rules as well as follow them as a performer
Maths- Use the principle of laws regarding formulas and this allows students to understand how laws affect outcomes.
Computing - Students will develop an understanding on four specific laws and the wider ethic of digital media. At KS3 students will be introduced to the Data Protection Act including GDPR and the right to be forgotten. Students will be introduced to the Computer Misuse Act and how it's used to prevent misuse of electronic devices, such as issues around hacking or spreading viruses.
Creative iMedia – Student will gain knowledge of legislation including the Copyright and Patents Act and use of Creative commons to keep their creations safe and their own. Beyond what law requires and therefore help build their reputation and meet stakeholder expectations.

Individual Liberty

History: the suffragette movement, the slave trade, and the Cold War – all explore individual liberties & freedom of speech.
Geography: positive effects of economic migration, compare population policies with China e.g., one child policy.
Duke of Edinburgh Award Scheme
Enterprise and Employability Awards
Y10 work experience for all students, with students encouraged to self-place.
Texts exploring individual freedoms are studied including ‘The Tempest’ and war poetry.
Links with YPS, employers, universities
Human rights issues covered within RCS and PSHE
An enterprise project - twice a year in Art & Design
Tolerance and Mutual Respect
Collective worship themes include ‘tolerance’
Pride Month and LGBTQ reading material in the Oracle
RCS.: Tolerance of different faiths, ideas, beliefs, and cultures widely with the curriculum.
History: immigration to Britain, development of multicultural societies.
Peer assessment develops the capacity to accept and appreciate the work and views of others – constantly happens in CVOC subjects when learning to appreciate ideas, skills, and performance
Texts exploring tolerance include ‘An Inspector Calls’ (full text) and ‘The Boy in the Striped Pyjamas’ (extracts only)
Student discussion and presentations in form on Ramadan to raise awareness.
Assemblies on tolerance, peer pressure and anti-bullying.
Computing - At KS3 students consider the best way to utilise social media for good, effective communication, and highlight the devastating effects cyber bullying can have, looking at exemplars from media to show how it has been used for both positive and negative benefits within society.

Zero tolerance on racism

Collective worship and assembly themes include ‘respect,’ ‘faith,’ ‘belonging’
Within RCS. respect for different sexualities, faith, secular viewpoints.
MFL: similarities and differences between cultures e.g., education, food, languages, traditions, festivals and cultures, some reference to France being a secular state and how these impact on its young people.
Geography: Migration, in particular from Eastern Europe and how it has a positive impact on the UK.
Sporting etiquette when playing other teams is explicitly modelled and encouraged.
Shakespeare's texts or poems are studied by every year group. -
Y7 PSE unit on tolerance and building effective relationships
KS3 Music - explores music from other cultures & traditions & British heritage including folk music
KS3 Art - diverse cultures of Art, so students can appreciate style, form & influences from distinct cultures
Maths - we encourage student to take risks and peer support each other's recognising that all students can contribute to each other's learning.
Computer Science – Students will consider the ethics involved in data mining and how it can be used to benefit or harm individuals. They also consider how states can make the full use of laws like the Regulation of Investigatory Powers Act to demand access to online search histories, passwords, emails and telephone communication. Students also consider how people can maintain individual freedom through safe and secure encryption of data.
Business Enterprise and marketing- Within Business Enterprise and Marketing, we deal with ethical business dilemmas when using product safety standards, copyright, and environmental issues. We highlight the need for businesses that they are going above and beyond what law requires and therefore help build their reputation and meet stakeholder expectations.