December 2015 - SLE
SMSC Draft Policy – Cedar Mount Academy
a) Values
At Cedar Mount Academy, each student is valued as an individual and students are equipped to
become responsible and active citizens. The values of the school are Respect, Hard work and
Aspiration, which the students devised themselves.
b) SMSC definitions
The aim for Cedar Mount Academy is for SMSC to flow through everything we do. We recognise the
huge importance of instilling the values promoted through SMSC, with the objective for this to be in
the DNA of the academy.
The spiritual development of pupils is shown by their:
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Ability to reflect about their own beliefs, religious or otherwise, that inform their perspective
on life and their interest in 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
We therefore aim to promote spirituality through:
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The values and attitudes the Academy identifies, upholds and fosters
The contribution made by the whole curriculum by encouraging students to express thoughts
and feelings through participation
Healthy Living/RE/Humanities lessons which explore values, principles and beliefs, including
the study of all major faiths and the way in which they affect people’s lives.
Assemblies
Extra-curricular activity
The moral development of pupils is shown by their:
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Ability to recognise the difference between right and wrong and to readily apply this
understanding in their own lives, recognise legal boundaries and, in so doing, 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.
We therefore aim to promote moral development through:
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Quality of relationships staff and students, as well as encouraging positive relationships
between all students at the academy
Standards of behaviour
The RE/Healthy Living curriculum exploring moral rights and wrongs, civil and criminal law,
ethical issues and personal values
Quality of leadership given by the Academy
The values the Academy sets and exhibits through its structures
The curriculum and teaching, including playing sport fairly and by the rules of the game,
The social development of pupils is shown by their:
December 2015 - SLE
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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 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.
We therefore aim to promote social development through:
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Promoting co-operation and partnership in all lessons
Providing opportunities for students to exercise leadership and responsibility across the
Academy, such as within the Student Leadership Team
Encouraging respect for democracy through participation in democratic processes – such as
voting for house captains and taking part in UK Youth Parliament activities
Encouraging students to show initiative and understand how they can contribute to society;
through raising money for worthy causes, such as The Christie, Macmillan and Children in
Need
Classroom organisation and management
The grouping of students
Expressing views through student questionnaires and pupil surveys
Extra-curricular activity
The cultural development of pupils is shown by their:
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Understanding and appreciation of the wide range of cultural influences that have shaped their
own heritage and those of others
Understanding and appreciation of the range of different cultures within school and further
afield as an essential element of their preparation for life in modern Britain
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, as shown by their tolerance and attitudes towards different religious, ethnic and
socio-economic groups in the local, national and global communities.
We therefore aim to promote cultural development though:
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An explanation of the influences that shape our culture, with focus weeks like Manchester
Week.
The extension of our cultural horizons, through the influences of other cultures, explored in
Humanities and Healthy Living lessons
Past cultural features which influence and shape the present, which is demonstrated through
awareness campaigns like Islam Awareness Week and Black History Month
Developing our students' respect for the values, customs and cultural heritage of those who
belong to other faiths or ethnic groups.
December 2015 - SLE
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Studying history of British events and the monarchy – how our country’s rules were
developed and how these reflected the beliefs and values of the period; exploration of
Victorian values through literature; citizenship through Geography; commemoration of key
British political/historical dates such as Armistice Day.
British Values
In addition to developing spiritual, moral, social and cultural opportunities for students, we also ensure
that the British Values of democracy, the rules of law, individual liberty and respect/tolerance permeate
the work of the Academy.
Students are given an understanding of how citizens can influence decision-making through the
democratic process, having been given the opportunity to take part in the UK Youth Parliament ‘Make
Your Mark’ campaign, as well as voting for the
Representatives for their House.
Students are also given an appreciation that living under the rule of law protects individual citizens and
is essential for their wellbeing and safety, for example, through the lessons on Rights and
Responsibilities in RE, as well as the Consequences topic in Healthy Living.
An understanding that everyone has the freedom to choose and hold other faiths and beliefs is protected
in law is encouraged in their RE and Healthy Living lessons. An acceptance that other people having
different faiths or beliefs to oneself is encouraged, with the knowledge that any prejudicial or
discriminatory behaviour will not be tolerated in the Academy.
c) Policies and Practice
1 Aspects of Spiritual
(i)
Beliefs
(ii)
Enjoyment and fascination
Where is this present?
Year 8 Art and Design: Ceremony & Celebration,
Portraiture, Still Life
Year 7 Geography: Settlement, UK and Europe
and Fieldwork
Year 8 Geography: Population, Brazil
Year 9 Geography: Globalisation, Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending
Year 9 MFL: Spanish Civil War
Year 7 RE: Why do we learn RE?, Abrahamic
Religions, Eastern Religions
Year 8 RE: Religion vs Science
Year 9 RE: Extremism, Sex, Evil and Suffering
Year 7 History: Imperial China
Year 8 Science: Combustion, Energy Transfers,
Metals and uses, Earth and Space
GCSE Business: Unit 3
Year 7 Art and Design: Natural Forms, The Built
Environment, Mythical Creatures
Year 8 Art and Design: Ceremony & Celebration,
Portraiture, Still Life
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 8 Geography: Population, Brazil, Energy
December 2015 - SLE
(iii)
Imagination and Creativity
(iv)
Reflection
Year 9 Geography: Tectonics, Globalisation,
Coasts, Development
Year 7 MFL: Spanish in the world,
Family, Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays, Food, Survival Guide
Year 9 MFL: Health, Environment,
Entertainment, Spanish Civil War, Extended
writing, MFL tasters
Year 7 RE: Why do we learn RE?, Mindfulness,
Young People and the Law
Year 8 RE: Multicultural UK, Rights and
Responsibilities, Project
Year 9 RE: Drugs and Alcohol, Crime and
Punishment, Extremism, Sex, Evil and Suffering,
Project/Mindfulness
Year 8 Science: Muscles and Bones, Plant
Reproduction, Periodic Table, Energy Transfers,
Metals and uses, Earth and Space, Unicellular
organisms
GCSE Business: Unit 1,2 and 3
Maths
Year 7 Art and Design: Natural Forms, The Built
Environment, Mythical Creatures
Year 8 Art and Design: Ceremony & Celebration,
Portraiture, Still Life
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 8 Geography: Population, Brazil, Energy
Year 9 Geography: Tectonics, Globalisation,
Coasts, Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays, Food, Survival Guide
Year 9 MFL: Health, Environment,
Entertainment, Spanish Civil War, Extended
writing, MFL tasters
Year 7 RE: Why do we learn RE? Mindfulness
Year 8: Multicultural UK, Rights and
Responsibilities, Religion vs Science,
Mindfulness, Democracy, Project GCSE
Year 9 RE: Drugs and Alcohol, Crime and
Punishment, Extremism, Sex, Evil and Suffering,
Project/Mindfulness
Year 8 Science: Muscles and Bones, Light,
Periodic Table, Energy Transfers, Earth and
Space, Rocks
Business: Unit 1,2 and 3
Maths
Year 7 Art and Design: Natural Forms, The Built
Environment, Mythical Creatures
December 2015 - SLE
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 8 Geography: Population, Brazil, Energy
Year 9 Geography: Tectonics, Globalisation,
Coasts, Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays, Food, Survival Guide
Year 9 MFL: Health, Environment,
Entertainment, Spanish Civil War, Extended
writing, MFL tasters
Year 7 RE: Why do we learn RE?, Mindfulness,
Young People and the Law
Year 8: Multicultural UK, Rights and
Responsibilities, Religion vs Science,
Mindfulness, Democracy, Project
Year 9 RE: Drugs and Alcohol, Sex, Evil and
Suffering, Project/Mindfulness
Year 7 History: Imperial China
Year 8 Science: Combustion, Plant Reproduction
GCSE Business: Unit 2
Maths
2 Aspects of Moral
(i)
Right and wrong
(ii)
Consequences
Where is this present?
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 8 Geography: Population, Brazil,
Year 9 Geography: Globalisation, Development
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays, Survival Guide
Year 9 MFL: Environment, Spanish Civil War
Year 7 RE: Abrahamic Religions, Young People
and the Law
Year 8: Rights and Responsibilities
Year 9 RE: Drugs and Alcohol, Crime and
Punishment, Extremism, Sex, Evil and Suffering,
Project/Mindfulness
Year 9 RE: Year 9 RE: Drugs and Alcohol,
Crime and Punishment, Extremism, Sex, Evil and
Suffering
Year 7 History: Imperial China
Year 8 Science: Combustion, Metals and uses,
Earth and Space, Unicellular organisms
GCSE Business: Unit 1 and 3
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 8 Geography: Population, Brazil,
Year 9 Geography: Tectonics, Globalisation,
Coasts, Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
December 2015 - SLE
(iii)
Moral and ethical issues
3 Aspects of Social
(i)
Social skills
Year 8 MFL: Family Life, Comparing Lives,
Spending, Food,
Year 9 MFL: Health, Environment, Spanish Civil
War, Extended writing
Year 7 RE: Abrahamic Religions, Young People
and the Law
Year 8 RE: Rights and Responsibilities
Year 9 RE: Drugs and Alcohol, Crime and
Punishment, Extremism, Sex, Evil and Suffering
Year 8 Science: Muscles and Bones, Earth and
Space
GCSE Business: Unit 3
Maths
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 8 Geography: Population, Brazil, Energy
Year 9 Geography: Tectonics, Globalisation,
Coasts, Development
Year 7 MFL: Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays
Year 9 MFL: Health, Environment, Spanish Civil
War, MFL tasters
Year 7 RE: Why do we learn RE?, Young People
and the Law
Year 8 RE: Multicultural UK, Rights and
Responsibilities
Year 9 RE: Extremism, Evil and Suffering
Year 7 History: Imperial China
Year 8 Science: Combustion, Periodic Table,
Earth and Space
GCSE Business: Unit 3
Where is this present?
Year 7 Art and Design: Natural Forms, The Built
Environment, Mythical Creatures
Year 8 Art and Design: Ceremony & Celebration,
Portraiture, Still Life
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 9 Geography: Tectonics, Globalisation,
Coasts, Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays, Food, Survival Guide
Year 9 MFL: Health, Environment,
Entertainment, Spanish Civil War, Extended
writing, MFL tasters
Year 7 RE: Why do we learn RE?, Abrahamic
Religions, Eastern Religions, Mindfulness,
Ancient Greeks, Young People and the Law
Year 8 RE: Multicultural UK, Rights and
December 2015 - SLE
(ii)
Participation
(iii)
British values
Responsibilities, Religion vs Science,
Mindfulness, Democracy, Project
Year 9 RE: Drugs and Alcohol, Crime and
Punishment, Extremism, Sex, Evil and Suffering,
Project/Mindfulness
Year 7 History: Imperial China
Year 8 Science: Muscles and Bones, Combustion,
Periodic Table
GCSE Business: Unit 1,2 and 3
Maths
Year 7 Art and Design: Natural Forms, The Built
Environment, Mythical Creatures
Year 8 Art and Design: Ceremony & Celebration,
Portraiture, Still Life
Year 7 Geography: Settlement, UK and Europe,
China and Fieldwork
Year 8 Geography: Population, Brazil, Energy
Year 9 Geography: Tectonics,
Globalisation, Coasts, Development
Year 7 MFL: Home
Year 9 MFL: Health, Environment,
Entertainment, Spanish Civil War, Extended
writing, MFL tasters
Year 7 RE: Why do we learn RE?, Abrahamic
Religions, Eastern Religions, Young People and
the Law
Year 8 RE: Multicultural UK, Rights and
Responsibilities, Religion vs Science,
Mindfulness, Democracy, Project
Year 9 RE: Drugs and Alcohol, Crime and
Punishment, Extremism, Sex, Evil and Suffering,
Project/Mindfulness
Year 7 History: Imperial China
Year 8 Science: Muscles and Bones, Metals and
uses
GCSE Business: Unit 2
Maths
Year 7 Geography: UK and Europe
Year 8 Geography: Population
Year 9 Geography: Globalisation, Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Comparing Lives, Spending
Year 9 MFL: Entertainment, Spanish Civil War
Year 7 RE: Why do we learn RE?, Abrahamic
Religions, Eastern Religions, Young People and
the Law
Year 8 RE: Rights and Responsibilities, Project
Year 9 RE: Drugs and Alcohol, Crime and
Punishment
Year 7 History: Imperial China
Year 8 Science: Muscles and Bones,
December 2015 - SLE
4 Aspects of Cultural
(i)
Cultural influences
(ii)
Different cultures
(iii)
Britain’s democratic parliamentary
system
iv)
Artistic, sporting and creative
opportunities
Metals and uses, Earth and Space,
GCSE Business: Unit 1 and 3
Where is this present?
Year 7 Geography: UK and Europe, China
Year 8 Geography: Population, Brazil,
Year 9 Geography: Globalisation, Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Food,
Year 9 MFL: Entertainment, Spanish
Civil War, Extended writing, MFL tasters
Year 7 RE: Why do we learn RE?, Abrahamic
Religions, Eastern Religions,
Year 8 RE: Multicultural UK
Year 9 RE: Extremism
Year 8 Science: Combustion, Periodic Table,
Earth and Space
GCSE Business: Unit 3
Maths
Year 7 Geography: Settlement, UK and Europe
Year 8 Geography: Population, Brazil,
Year 9 Geography: Tectonics, Globalisation,
Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Food
Year 9 MFL: Health, Environment,
Entertainment, Spanish Civil War, Extended
writing, MFL tasters
Year 7 RE: Why do we learn RE?, Abrahamic
Religions, Eastern Religions
Year 8 RE: Multicultural UK
Year 9 RE: Drugs and Alcohol, Extremism
Year 7 History: Imperial China
Year 8 Science: Muscles and Bones, Metals and
uses
GCSE Business: Unit 1
Year 7 Geography: Settlement, UK and Europe
Year 9 Geography: Development
Year 7 MFL: School
Year 8 MFL: Comparing Lives
Year 9 MFL: Spanish Civil War
Year 7 RE: Young People and the Law
Year 8 RE: Rights and Responsibilities
Year 7 History: Imperial China
Year 8 Science: Light
GCSE Business: Unit 3
Year 7 Art and Design: Natural Forms, The Built
Environment, Mythical Creatures
December 2015 - SLE
(v)
Different faiths and cultural diversity
5 British Values
(i) Value of Democracy
(ii) The rule of law
Year 8 Geography: Population, Brazil,
Year 9 Geography: Globalisation, Development
Year 7 MFL: Spanish in the world
Year 8 MFL: Survival Guide
Year 9 MFL: Spanish Civil War, MFL tasters
Year 7 RE: Abrahamic Religions
Year 8 RE: Project
Year 9 RE: Project/Mindfulness
Year 8 Science: Periodic Table
GCSE Business: Unit 2
Year 7 Geography: UK and Europe
Year 8 Geography: Population, Brazil,
Year 9 Geography: Development
Year 7 MFL: Spanish in the world, Family,
Home, School, Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays, Food, Survival Guide
Year 9 MFL: Entertainment, Spanish Civil War,
MFL tasters
Year 7 RE: Why do we learn RE?, Abrahamic
Religions, Eastern Religions
Year 8 RE: Multicultural UK
Year 9 RE: Drugs and Alcohol, Crime and
Punishment, Extremism, Sex, Evil and Suffering,
Project/Mindfulness
Year 7 History: Imperial China
Year 8 Science: Energy Transfers, Earth and
Space
GCSE Business: Unit 3
Where is this present?
Year 7 Geography: Settlement, UK and Europe
Year 8 Geography: Population
Year 9 Geography: Development
Year 7 MFL: School
Year 8 MFL: Comparing Lives
Year 9 MFL: Spanish Civil War
Year 8 RE: Democracy
Year 8 Science: Muscles and Bones, Combustion,
Light
GCSE Business: Unit 3
Year 8 Geography: Population, Brazil,
Year 9 Geography: Development
Year 7 MFL: Family, Home, School, Town, Free
time
Year 8 MFL: Comparing Lives
Year 9 MFL: Spanish Civil War
Year 7 RE: Young People and the Law
Year 8 RE: Multicultural UK, Rights and
Responsibilities
Year 9 RE: Crime and Punishment
Year 7 History: Imperial China
Year 8 Science: Muscles and Bones, Fluids, Plant
December 2015 - SLE
(iii) Individual liberty and mutual respect and
tolerance
Reproduction, Periodic Table, Energy Transfers,
Metals and uses, Earth and Space, Rocks,
Unicellular organisms
GCSE Business: Unit 1 and 3
Year 7 Geography: UK and Europe
Year 8 Geography: Population
Year 7 MFL: Spanish in the world, Family,
Town, Free time
Year 8 MFL: Family Life, Comparing Lives,
Spending, Holidays, Food, Survival Guide
Year 9 MFL: Entertainment, Spanish Civil War
Year 7 RE: Why do we learn RE?
Year 8 RE: Multicultural UK, Rights and
Responsibilities
Year 9 RE: Extremism
Year 8 Science: Light
GCSE Business: Unit 1
The ethos of the Academy reflects our values and aims. In all the above we believe that the following
also play an important contribution:
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Pastoral system
Emphasis on student care and safety
Behaviour code (C1-C4)
Rewards
Anti-bullying policy
Extra-curricular activities and clubs at lunchtime and after school
The range of teaching and learning styles
d) In terms of Learning Experiences, as an Academy we attempt, across the curriculum, to encourage
our students to:
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Discuss matters of personal concern
Develop relationships with adults and peers
Develop a sense of belonging to a community
Be challenged by exploring beliefs and values while deepening their own faith or beliefs
Discuss religious and philosophical questions.
Understand why people reach certain decisions on spiritual and moral issues and how these
Decisions affect their lives
e) Review and Monitoring
Heads of Subject highlight where SMSC is present in their schemes of learning. They have also
completed an audit grid showing where the different aspects can be evidenced over the school year at
Key Stage 3.
LMO will continue to monitor the SMSC provision in SMSC lessons, general lessons, as well as
external provision in the form of theme days, with the support of SLT link (currently NME).
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SMSC Draft Policy Dec 2015