BRITISH VALUES IN ENGLISH
Democracy
Whilst studying English Language and Literature, you will learn
about Democracy through many different topics and texts but
you will explore Democracy in more detail in the following texts
and schemes of work:
Shakespeare -Macbeth
A range of poems from the Power and Conflict poetry cluster
Individual Liberty
Whilst studying English Language and Literature, you will learn
about Individual Liberty through many different topics and texts
but you will explore Individual Liberty in more detail in the
following texts and schemes of work:
Non Fiction: The Book Thief, Noughts and Crosses, A Streetcar
Named Desire
Poetry: Bayonet Charge, At the Border
Media Scheme
Persuasive Writing
The Rule of Law
Whilst studying English Language and Literature, you will learn
about The Rule of Law through many different topics and texts
but you will explore The Rule of Law in more detail in the
following texts and schemes of work:
Shakespeare: King Lear, Macbeth.
Spoken Language study
Murder Mystery investigation
A range of poems from the Power and Conflict poetry cluster
Mutual Respect
Whilst studying English Language and Literature, you will
learn about Mutual Respect through many different topics
and texts but you will explore Mutual Respect in more
detail in the following texts and schemes of work:
Non Fiction - An Inspector Calls, The Curious Incident of the
Dog in the Night Time, Noughts and Crosses
Autobiographies
Entrepreneur Study
Relationship poetry
Tolerance and Respect
of opinions and diversity
Whilst studying English Language and Literature, you will
learn about Tolerance and Respect through many different
topics and texts but you will explore Tolerance and
Respect in more detail in the following texts and schemes
of work:
Non Fiction: An Inspector Calls, Of Mice and Men, Private
Peaceful, A Streetcar Named Desire
A range of poems from the Power and Conflict poetry cluster
Relationship poetry
Non-fiction writing: the thoughts and feelings of a writer
SMSC ACROSS THE CURRICULUM - ENGLISH
Year
Group
7
7
7
7
8
8
Topic Covered
(lesson titles if more appropriate)
SMSC - which
aspect it
addresses:
Spiritual,
Moral, Social,
Cultural
Moral, Social,
Cultural.
Students study media/journalism. This develops their awareness of social issues
and provides them with opportunities to reflect on their own life and lives of
others using diaries, journals, letters, biographies and autobiographies. By
studying media students explore advertising in detail, considering the moral
responsibilities and ethics behind advertising, they also consider the effect that
advertising has on them.
Conflict and resolution. Through the study of Michael Morpurgo's text; Private
Spiritual,
Peaceful, students will learn key aspects of WW1, and discuss how the society of Moral,
today can learn from the horrors of the past.
Spiritual,
Cultural.
WW1 poetry. Students study poems such as Dulce Et Decorum Est by Wilfred
Spiritual,
Owens and produce work that facilitates their understanding of the society that Moral, Social.
they inhabit today, thus increasing their sense of identity.
Shakespeare Study. Students study Shakespeare texts and have to decipher
meanings and interpret events/actions. Independent challenges encourage
students to investigate how society was different and why certain things have
evolved/changed.
Language. Students read non-fiction texts and form opinions on views and
perspectives.
Spiritual,
Moral Cultural.
Novel study. Noughts and Crosses/The Curious Incident.
Moral, Social,
Cultural.
Spiritual.
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Individual Liberty. Mutual
respect
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Democracy, The Rule of Law.
Democracy, Individual Liberty,
Mutual Respect, The Rule of
Law, Tolerance and respect of
opinions and diversity
Individual Liberty, The Rule of
Law, Mutual Respect,
SMSC ACROSS THE CURRICULUM - ENGLISH
Students explore and analyse appropriate texts which furnishes them with the
knowledge and ability to question and reason, which will enable them to
develop their own value system and to make reasonable decisions on matters of
personal integrity.
Tolerance and respect of
opinions and diversity
8
Conflict and relationship poetry. Students study poems which consider the
theme of personal, worldwide and community based conflicts and are asked to
consider their own understanding of the issues raised.
Social, Moral,
Spiritual,
Cultural.
9
Shakespeare study. Students study Shakespeare texts and have to decipher
meanings and interpret events/actions. Independent challenges encourage
students to investigate how society was different and why certain things have
evolved/changed.
Conflict poetry study. Students study different cultures, beliefs and see different
perspectives on conflict.
Spiritual,
Moral,
Cultural.
Literature – Of Mice & Men, An Inspector Calls. Students explore the changes in
the world and in different societies. Many tasks set encourage students to
creatively explore how society viewed different classes and how contemporary
society differs.
Writing for a purpose (argue/persuade etc.). Students have to reflect on their
own experiences/beliefs and imaginatively sustain a text by creating a view
point or particular narrative. Students have to reflect on their own life
experiences and be creative with their writing.
Creative writing assessments in which student write about a topic of choice. This
needs to persuade people to believe in something and needs to show
understanding/empathy for different cultures/identities etc.
Spiritual,
Moral, Social,
Cultural.
9
9
9
9
Spiritual,
Moral, Social,
Cultural.
Spiritual.
Cultural.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Democracy, The Rule of Law.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Individual Liberty, Tolerance
and respect of opinions and
diversity.
Individual Liberty, Tolerance
and respect of opinions and
diversity.
SMSC ACROSS THE CURRICULUM - ENGLISH
9
Literature – Of Mice & Men. Students explore the changes in the world and in
different societies. Many tasks set encourage students to creatively explore how
society viewed different classes and how contemporary society differs.
Spiritual,
Moral, Social,
Cultural.
9
Language change. Students explore how language has changed/evolved over
time and what the driving factors are in this change: society, globalisation,
religion etc.
Cultural.
10
Students explore the changes in the world and in different societies. Many tasks
set encourage students to creatively explore how society viewed different
classes and how contemporary society differs.
Spiritual.
10
Creative writing assessments to allow students to reproduce texts based on the
world around them.
Spiritual.
10
Literature – Of Mice & Men, An Inspector Calls. Students explore the changes in
the world and in different societies. Many tasks set encourage students to
creatively explore how society viewed different classes and how contemporary
society differs.
Students complete a “Spoken language study” where they reflect on how they
and others use spoken language and how their language changes depending on
the context. They look at how this can influence others.
Shakespeare study. Students study Shakespeare texts and have to decipher
meanings and interpret events/actions. Independent challenges encourage
students to investigate how society was different and why certain things have
evolved/changed.
Spiritual,
Moral, Social,
Cultural.
10
10
Spiritual,
Moral.
Spiritual,
Moral,
Cultural.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Democracy, Individual Liberty,
Tolerance and respect of
opinions and diversity.
Individual Liberty, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Individual Liberty.
Democracy, The Rule of Law.
SMSC ACROSS THE CURRICULUM - ENGLISH
11
Literature – Of Mice & Men, An Inspector Calls. Students explore the changes in
the world and in different societies. Many tasks set encourage students to
creatively explore how society viewed different classes and how contemporary
society differs.
Students routinely complete speaking and listening assignments in which they
are expected to work with different groups on projects and then feedback their
findings to the group.
Spiritual,
Moral, Social,
Cultural.
11
Language. Students read non-fiction texts and form opinions on views and
perspectives.
Spiritual.
11
Writing for a purpose (argue/persuade etc.). Students have to reflect on their
own experiences/beliefs and imaginatively sustain a text by creating a view
point or particular narrative. Students have to reflect on their own life
experiences and be creative with their writing.
Conflict poetry study, where students study different cultures, beliefs and see
different perspectives on conflict.
Spiritual.
12
Students write an editorial about a particularly controversial topic.
Spiritual,
Moral.
12
Language and gender study encourages students to investigate/explore the
differences between gender and language over time.
Cultural.
10-13
12
Social.
Spiritual,
Moral, Social,
Cultural.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Individual Liberty, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Democracy, Individual Liberty,
The Rule of Law, Tolerance
and respect of opinions and
diversity.
Individual Liberty, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Individual Liberty, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
SMSC ACROSS THE CURRICULUM - ENGLISH
12, 13
Creative writing assessments in which student write about a topic of choice. This Cultural.
needs to persuade people to believe in something and needs to show
understanding/empathy for different cultures/identities etc.
12, 13
Students write a piece of creative writing and/or a media piece. This is linked to
a theme or issue.
Spiritual,
Moral.
13
Students complete an investigation of language. This can be anything they
choose and are passionate about.
Spiritual,
Moral,
13
Language change. Students explore how language has changed/evolved over
time and what the driving factors are in this change: society, globalisation,
religion etc.
Cultural.
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Individual Liberty, Tolerance
and respect of opinions and
diversity.
Individual Liberty, Mutual
Respect, Tolerance and
respect of opinions and
diversity.
Individual Liberty, The Rule of
Law, Mutual Respect,
Tolerance and respect of
opinions and diversity.
BRITISH VALUES IN MATHEMATICS
We investigate how mathematics can help make decisions:
Democracy



We use statistics to justify our arguments
We learn to interpret and analyse visual
representations of data
We work together with our teachers to identify
topics for intervention
We have the freedom to choose:
Individual Liberty


We make our own choices and understand the
rewards for or consequences of our own actions
We take ownership of our own learning and
responsibility for consolidating the work we do
during lessons
We understand why rules are important:
The Rule of Law


We develop fair rules for our classroom through
our Full Value Contracts to develop order
We have clear policies for presentation, marking
and homework which support our learning and
facilitate our progress
We treat others as we would want to be treated:
Mutual Respect



We work together to solve problems
We provide constructive feedback in peer
assessment to support learning
We are able to make mistakes and learn from them,
in a safe learning environment
We enjoy learning about different numerical systems:
Tolerance and Respect
of opinions and diversity



We discuss the different cultural origins of maths
We learn multiplication methods which stem from
different cultures, including Chinese and English
We study Pythagoras and Fibonacci which originate
from different countries
SMSC ACROSS THE CURRICULUM - MATHS
Year Group
7&8
7
7 – 11
7 – 11
7
7
7
7
7
7&8
7 – 11
7 – 11
7 – 11
7 – 11
7 – 11
7 – 11
7 – 11
11
10 – 11
10 – 13
7 – 10
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect
it addresses:
Spiritual, Moral,
Social, Cultural
BV - which aspect it
addresses:
Democracy, Individual
Liberty, The Rule of
Law, Mutual Respect,
Tolerance and respect
of opinions and
diversity
Tessellations
Tessellations – Rangoli
Patterns activity
Symmetry
Sequences – Fibonacci
Sequence
Problem Solving – What is
your carbon footprint?
Problem Solving – Where
in the world?
Spiritual, Cultural
Spiritual, Cultural
Tolerance and respect
Cultural
Spiritual
Tolerance and respect
Challenge: Fractional
Dissections
Financial Skills – Income
Tax
Mathematical Reasoning
– Valencia Planetarium
Multiplication – Chinese
Multiplication
Exchange Rates
Pythagoras’ Theorem
Number Systems
Visual representations of
data
Questionnaires
Averages
Percentages Simple/Compound
Interest
Population Density
Mathematics Concepts –
e.g.: infinity, pi
UKMT Team Maths
Challenge
UKMT Maths Challenge
Spiritual
Moral
Cultural
Cultural, Moral
Tolerance and
respect, Individual
Liberty
Spiritual, Cultural
Democracy, Rule of
Law
Tolerance and respect
Cultural
Tolerance and respect
Cultural
Cultural
Cultural, Spiritual
Moral
Tolerance and respect
Tolerance and respect
Democracy
Moral
Moral
Moral
Democracy
Democracy
Rule of Law
Moral
Spiritual
Social
Social
BRITISH VALUES IN SCIENCE
Making decisions together:
Democracy
Scientists regularly agree on the best way to move forward.
The SI system of units means we all measure things the
same way. The periodic table means we all know which
element we are talking about, no matter what country we
are form.
Freedom for all:
Individual Liberty
Scientific advances have given us freedom from many
diseases, such as smallpox, and mean that we are able to be
healthy and enjoy our lives. Forensic science has ensured
that criminals are brought to justice and people are safe.
Understanding why rules are important:
The Rule of Law
Scientists have to obey the laws of the country they are
working in, this means that we can’t just go off and create a
killer virus, or killer robots! We have to make sure our work
is ethical, and won’t cause harm.
Treat others as you would want to be treated:
Mutual Respect
Collaboration and sharing of resources between scientific
communities to develop a greater knowledge (international
space station, vaccine and antibiotic research). Respect for
others is shown in the amount of care scientists have to
take if they want to experiment on a person.
We enjoy learning about different faiths and cultures:
Tolerance and Respect
of opinions and diversity
Scientific decisions about issues such as cloning, GM crops
and nuclear power are debated by Parliament, so that all
opinions are listened to and respected. When we learn
about in vitro fertilisation we consider the ethical impact of
the process and how it can lead to differences of opinion.
SMSC ACROSS THE CURRICULUM - SCIENCE
Year
Group
7
Topic Covered
(lesson titles if more appropriate)
SMSC - which
aspect it
addresses:
Spiritual, Moral,
Social, Cultural
Spiritual.
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
of opinions and diversity.
Social.
Mutual Respect, Tolerance and
respect of opinions and
diversity.
7
Students study cell structure and organ systems
Sense of fascination about learning about themselves, others and the world
around them.
Students study puberty.
Students discuss different changes that occur in different people at different
times and how hormones can affect individuals differently. This promotes
tolerance of individual differences.
7
7
8
Students study Atoms Elements and Compounds
Students study physical chemistry
Spreading disease
Spiritual
Spiritual
Social
8
8
Diet and exercise
Smoking
Social
Social and moral
8
8
The Fire Triangle
Acid Rain
Social
Social and moral
8
Energy resources
Social and moral
9
Heart dissection
Cultural
Individual Liberty
Individual Liberty
The Rule of Law, Mutual
Respect
The Rule of Law
Mutual respect, The Rule of
Law
Mutual respect, tolerance
Respect of opinions and
religions with regards to meat
and methods of slaughter
SMSC ACROSS THE CURRICULUM - SCIENCE
9
Exercise and respiration
Social, moral
Diversity (different activities
that students like to take part
in) in the importance of
healthy diet and exercise on
health
Rule of law/ safety of how to
handle within the lab
Bill paying – rule of law
Creation of the universe,
mutual respect, respect
opinions and diversity
Mutual respect, tolerance of
opinion and diversity
The rule of law
9
Hazards of acid and alkalis
Social, moral
9
9
Calculating the cost of electricity
Universe
Moral
Spiritual, cultural
9
Natural selection
Spiritual, cultural
9
Drugs – legal and illegal
9
Drug testing in sport
9
9
Performance enhancing drugs
Cloning
Social, moral,
cultural
Social, moral,
cultural
Moral
Moral, cultural
9
10
10
10
10
Recycling
Bio Diet & Exercise- factors affecting weight.
Bio Spreading diseases
Bio Vaccinations
Bio Evaluating the benefits of fertility treatment
Moral
Social
Social
Social
Social/moral
Rule of law and democracy
Rule of Law, tolerance and
respect if peoples opinion
Rule of Law
Individual liberty
Individual liberty
Individual liberty
Individual liberty
10
10
10
Bio Drug testing
Bio Recreational drugs and impacts
Bio Performance enhancing drugs
Social/moral
Social/moral
Social/ moral
The rule of Law
The rule of law
The rule of law
Rule of Law
SMSC ACROSS THE CURRICULUM - SCIENCE
11
10/11
Bio Genetic engineering
Bio Evaluate the use of artificial hearts and heart valves
Social/Moral
Cultural/ moral
Respect of opinions
Respect of opinions of diversity
10/11
Bio Evaluate the advantages and disadvantages of treating kidney failure by
dialysis or kidney transplant
Bio Evaluate modern methods of treating diabetes.
Cultural/moral
Cultural/moral
10/11
Bio Evaluate the methods being used to feed and provide water to an
increasing human population, both in terms of short term and long term
effects
Bio Sex determination
Respect of opinions of
diversity.
Respect of opinions of
diversity.
Mutual respect
10/11
Bio Genetic disorders
Moral, social
10/11
Bio Extinction
Moral, social
10/11
Bio Sampling
Social
10/11
Chem Using Limestone. Ethics surrounding quarrying limestone. Is it right to
destroy/damage the environment in order to extract resources that are
needed. Ways in reducing the amount of limestone resources that we use in
order to preserve it. The benefits of opening limestone quarries of providing
jobs for the local community as well as the career pathways that they can
lead to.
How extracting limestone/processing limestone can cause environmental
issues that can affect the world as a whole (Global warming, acid rain etc.)
Cultural, Moral,
Social
10/11
10/11
Cultural/moral
Moral, social
Respect of opinions and
diversity; mutual respect, Rule
of Law
Respect of opinions and
diversity; mutual respect, Rule
of Law
Respect of opinions and
diversity; mutual respect, Rule
of Law
Mutual respect, The Rule of
Law
Democracy, Individual Liberty,
Mutual Respect, Tolerance and
respect of opinions and
diversity, The Rule of Law
SMSC ACROSS THE CURRICULUM - SCIENCE
10/11
10/11
10/11
10/11
Chem Extraction of metals. Ethics surrounding mining metal ore. Is it right to
destroy/damage the environment in order to extract resources that are
needed. Ways in reducing the amount of metal resources that we use in
order to preserve it, the importance of recycling metals in order to reuse
them. The benefits of providing jobs for the community. Looking at the
ethics of exploitation of less economically developed countries in order to
export resources
How extracting metal can cause environmental issues that can affect the
world as a whole (Global warming, acid rain etc.)
Chem Extraction and uses of Crude Oil. Ethics surrounding the extraction of
crude oil around the world, exploiting resources of other countries. As crude
oil is non-renewable it must be preserved and used wisely, how this can
affect prices. Monitoring the supply and demand of the products from crude
oil.
Environmental problems of burning fuels, how pollutants can affect the local
community as well as the World. Understanding some ways of reducing the
use of fuels to limit impact on resources and environment.
Chem Using Alkenes. How alkenes can be used to make polymers using
different industrial processes. Issues surrounding disposal of polymers in
landfills or incineration. How recycling is important in order to minimise the
usage of crude oil resource. Development of biofuels as a resource that is
cleaner for the environment than other fuels due to the added oxygen.
Evaluate the different methods of producing Ethanol (one from a renewable
source and another from a non-renewable source).
Chem Evolution of the atmosphere and the earth’s structure. How the
atmosphere has changed since the formation of the planet, and how human
industrial activity has impacted on these levels significantly.
How Earthquakes and volcanoes are caused, what are some of the warning
signs and indicators of these. What impact can these have on different
countries?
Cultural, Moral,
Social
Democracy, Individual Liberty,
Mutual Respect, Tolerance and
respect of opinions and
diversity, The Rule of Law
Moral, Social,
Cultural.
Democracy, Individual Liberty,
Mutual Respect, Tolerance and
respect of opinions and
diversity, The Rule of Law
Moral, Social,
Cultural.
Democracy, Individual Liberty,
Mutual Respect, Tolerance and
respect of opinions and
diversity, The Rule of Law
Social, Moral,
Cultural.
Democracy, Individual Liberty,
Mutual Respect, Tolerance and
respect of opinions and
diversity, The Rule of Law
SMSC ACROSS THE CURRICULUM - SCIENCE
10/11
10/11
10/11
10/11
10/11
10/11
10/11
10/11
10/11
10/11
10/11
10/11
10/11
10/11
Phys - Renewable energy – use of wind turbines, solar panels in UK, and solar
towers in developing countries.
Phys Energy consumption and global warming
Phys Space – the expanding universe and the big bang theory, the birth and
death of stars.
Phys Car safety and the use of air bag and side impact bars
Phys Nuclear Radiation – Hazards and uses of radiation.
Phys Medical Physics – x-rays, ultrasound, lasers, CT scanning
Chem – History of Periodic Table, some of the key figures in this were British
(John Dalton, John Newlands, Royal Society)
Chem – Transition Metals, use of their compounds in dyes, chemical industry
as catalysts and gemstones
Chem – Water, hardness of water and impact of this on people. Limescale in
kettles, health effects variety of water types in Britain as a whole.
Chem – Water, treatment of water e.g. fluorination and chlorination, no opt
out of this in some areas. Was voted for by councils in 50’s/60’s
Moral, social
Rule of law, mutual respect.
Moral, social
cultural
Moral, Social
Moral
Moral, Cultural
Social
Rule of Law, mutual respect
Respect of opinions and
diversity.
The Rule of the Law
The Rule of the Law
Mutual respect.
Respect of Opinions
Social, Moral
Rule of Law
Social, Moral
Diversity, mutual respect.
Social, Moral
Individual Liberty, Democracy,
Rule of Law
Chem – Haber Process, initially invented to produce explosives more quickly
during the war (for the Germans!!) Now has a big impact on farming due to
use of fertiliser.
Chem – Alcohols, not just the effects of drinking, but its use in industry and
ways in which it is produced, link to environmental impact and biofuels in
countries such as Brazil.
Chem – Carboxylic Acids, use in flavourings and preservatives including
household ones.
Chem – Esters, use in perfumes and solvents also highly flammable solvents,
can link with solvent abuse
Social, Moral,
Cultural
Rule of Law, Tolerance
Social, moral,
cultural
Social
Social, moral
Rule of Law
SMSC ACROSS THE CURRICULUM - SCIENCE
10/11
11
11
11
11
11
12
12
12, 13
12, 13
12, 13
12
Chem – Hydrogen as a new fuel alternative, fuel cell technology and
development of this. Safety risks and potential benefits, link with space
flight
Social, moral,
cultural
Rule of Law, individual liberty
Chem Rates of Reaction – Students study factors that affect rates of
reaction, temperature, concentration, surface area and catalysts. Can relate
this to local industries which often rely on this to make chemical products.
Legislation. Risk Assessments
Chem Rates of Reaction – Catalysts and impact on chemical industry –
legislation of this. Risk assessments
Chem Acids and Alkalis – link with common household items and danger of
chemicals.
Chem Acids and Alkalis – Making fertiliser impact on farming, organic food.
Chem Electrolysis of sodium chloride (brine) – used in manufacture of
bleach, plastics and the soap industry
Chem Global warming as a result of burning fossil fuels
Ozone depletion as a result of CFC use
Chem Atom economy, yield
Chem Use of hazard symbols and risk assessment
Social
Rule of Law
Social, moral
Rule of Law
Chem The evolution of scientific ideas, the concept that new theories are
always a product of what went before, the culture in which a scientist lives
and works, the preconceptions he or she is brought up with
Chem Role of chemists in society, e.g. drug development, monitoring climate
change, devising solutions to environmental problems, causing
environmental problems
Bio The structure of cholesterol and the effects it has on health
Social
Social, moral
Social
Individual Liberty
Moral, Social,
Democracy, Individual Liberty,
The Rule of Law,
Moral, Social,
Cultural. Moral,
Social,
Cultural, social
Spiritual, Cultural.
Moral, Social,
Moral, Social,
Individual Liberty, Mutual
Respect, The Rule of Law
Mutual Respect, Tolerance and
respect of opinions and
diversity.
The Rule of Law Individual
Liberty,
Individual liberty –choices of
diet and the effects
SMSC ACROSS THE CURRICULUM - SCIENCE
12
Moral, Social,
12, 13
Bio Interfering with enzymes –enzymes as metabolic poisons and their use in
medicine
Bio Significance of meiosis in the avoidance of chromosomal disorders
12,13
12
Bio Use of stem cells in the treatment of Parkinson’s and Alzheimer’s
Bio Spread of pathogens, disease and medicine
12,13
Bio Biodiversity and sampling
Social, moral
Cultural. Moral,
Social,
Moral, Social,
Cultural
Moral, Social
Moral, Social,
Cultural
Moral, Social,
Cultural
Social, Cultural
13
13
Bio Diabetes and potential treatments
Bio Treatments for Kidney failure
13
Bio Cloning and Genetic engineering
13
Bio Population genetics and conditions that are widespread in specific
populations
Phys Big Bang, origins of universe
Phys medical physics, evaluating the impact of a variety of medical
procedures on patients
13
13
Moral, Social,
Spiritual
Spiritual, Moral,
Social
Rule of Law –uses of alcohol to
treat antifreeze poisoning
Mutual Respect, The Rule of
Law, Tolerance
Rule of Law, Mutual respect
The Rule of Law, Individual
Liberty, Tolerance
The rule of Law, Democracy
Individual Liberty, Rule of Law
Individual Liberty, Rule of Law
Individual Liberty, Rule of Law
Mutual respect
Diversity
Individual Liberty, Mutual
Respect,
BRITISH VALUES IN FRENCH
Democracy
Individual Liberty

We take turns to speak in the classroom, making sure
everyone’s voice is heard.

We are respectful of other people’s views, even if we don’t
agree with them.

Each and every person in the classroom is equal, with the
same rights and privileges.

No-one has the right to interfere with anyone else’s life,
health, freedom or possessions.

All students recognise and accept that the school’s rules
apply in their French classroom in the same way as they do
elsewhere at Nunthorpe Academy

All students accept that their teacher is in charge and must
apply the rules

As we develop our knowledge of how people live in France
and other French-speaking countries, we come to respect
their different way of life and through comparison, recognise
and appreciate our own values more deeply.

Students of all backgrounds and heritages are welcomed and
valued in our French lessons

Through our study of French-speaking people, we learn to
value and tolerate other ways of living
The Rule of Law
Mutual Respect
Tolerance and Respect
of opinions and diversity
Year
Group
SMSC Across The Curriculum
French 2015-2016
Topic Covered
(lesson titles if more
appropriate)
General Visits abroad to France
General European Day of Languages
General Respect for each other in
class (particularly when
attempting to speak in
French)
General Group & Pair-Work, Class
Surveys
General Critical skills, PeerAssessment, My Critical
Friend
7
Bonjour!
Hello!
7
7
7
7
7
General Topic 1
Sociolinguistics (meet,
greet, describe, give
personal information)
Où habites-tu? /La
Francophonie
Where do you live? /The
world-wide organisation of
French-Speaking countries
Homework challenge to
research a French-Speaking
country
Les Loisirs
Free Time – Discussing likes
and dislikes
Le Système Solaire
The Solar System
Les Célébrités
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Spiritual, Social, Cultural – visits abroad
are a hugely valuable opportunity for
development in all of these areas.
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by one’s
attitude towards different religious, ethnic
and socio-economic groups in the global
community.
Moral – developing the ability to
recognise the difference between right
and wrong, readily apply this
understanding in one’s own life and, in
doing so, respecting the civil and criminal
law of England; ensuring understanding of
the consequences of one’s behaviour and
actions
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds. Also
developing a willingness to participate in
a variety of communities and social
settings
Social - acceptance and engagement with
the fundamental British Values of mutual
respect and tolerance of those with
different faiths and beliefs
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds
Social – willingness to participate in a
variety of communities and social settings
Tolerance and respect for diversity
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by their
attitudes towards different religious,
ethnic and socio-economic groups in the
global community.
Valuing, Appreciating and
Respecting Global Diversity
Valuing, Appreciating and
Respecting Global Diversity
Mutual Respect and Tolerance
Mutual Respect and Tolerance
Mutual Respect and Tolerance
Mutual Respect
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds
Spiritual, cultural – a willingness to reflect
on one’s own experiences
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by their
Appreciation for and Respect of
diversity
1
A Celebrity Fact File
Research a French celebrity
or sporting hero
Year
Group
7/8
8
Topic Covered
(lesson titles if more
appropriate)
Noël & Pâques
Christmas & Easter
L’avenir
Plans for the future
9
Combattre la Faim
Tackling World Hunger
9
Les Droits et la Réligion
Rights and Religion
9
L’importance des Langues
Why Languages are
important
9
Réservations à l’Hôtel
Booking a hotel room
Transactional Language
Apprendre, c’est vivre
Learning is living
Schools in different countries
9
10
Les Fêtes et évènements
culturels en France
Festivals and cultural events
in France
10
Les Problèmes au travail
Problems at work
10
L’éducation
attitudes towards different religious,
ethnic and socio-economic groups in the
global community.
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
Spiritual – reflection on own beliefs and
those of others
Spiritual – ability to be reflective about
one’s 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
Spiritual, Moral – In particular developing
an interest in moral and ethical issues and
being able to understand the plight of
other people around the world
Spiritual - ability to be reflective about
one’s 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 and a
willingness to reflect on one’s own
experiences
Social - 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;
the students develop and demonstrate
skills and attitudes that will allow them to
participate fully in and contribute
positively to life in modern Britain.
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by one’s
attitude towards different religious, ethnic
and socio-economic groups in the global
community.
Cultural – willingness to participate in and
respond positively to cultural
opportunities; interest in exploring and
developing understanding of cultural
diversity and the extent to which the
student understands accepts, respects and
celebrates diversity, as shown in one’s
attitude towards different religious,
cultural, ethnic and socio-economic
groups in the global community.
Social - 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;
the students develop and demonstrate
skills and attitudes that will allow them to
participate fully in and contribute
positively to life in modern Britain.
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Tolerance and respect for opinions
and diversity
Tolerance and respect for opinions
and diversity, the Rule of Law and
Individual Liberty
Tolerance and respect for Diversity
Mutual Respect and Tolerance and
Respect for Diversity
The Rule of Law, Mutual Respect,
Tolerance and Respect for Diversity
2
Education – differences in
Education between GB &
France
Year
Group
Topic Covered
(lesson titles if more
appropriate)
11
L’environnement
The environment – global
issues and problems as well
as local problems
11
La santé
Health – healthy lifestyles,
peer-pressure, young
people’s issues (smoking,
drugs, obesity)
11
Les médias
The media – the positives
and negatives of TV,
advertising & new
technology
KS5
All topics throughout the
General course
12
12
13
13
13
13
Volunteering to support in
intervention sessions and
our GCSE lessons
Family & Relationships
The Environment
Sustainable development,
collective v. Individual
efforts to protect the planet
Wealth and Poverty
Multi-cultural Society –
racism, discrimination and
their consequences;
integration; transfer of
knowledge to GB
Mai 1968
understand and appreciate the viewpoints
of others on these issues
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Individual Liberty
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Tolerance and respect for opinions
and diversity
Individual Liberty
Spiritual – use of imagination and
creativity in one’s learning; willingness to
reflect on one’s own experiences.
Moral – ability to recognise the difference
between right and wrong, readily apply
this understanding on one’s own life, in
doing so respect the civil and criminal law
of England; understand the consequences
of one’s behaviour and actions; show an
interest in investigating and offering
reasoned views about, moral and ethical
issues, and be able to understand the
viewpoints of others on these issues.
Cultural – understanding a wide range of
cultural influences which have shaped
one’s own heritage and that of others
Social – 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
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
3
13
13
Year
Group
13
13
The impact of the events on
French society
Cloning, euthanasia, the
death penalty
Crime & Delinquency
Is prison the only option?
Topic Covered
(lesson titles if more
appropriate)
Immigration
Would you be ready to live
illegally in a country at all
costs?
Research about two
aspects of French culture (a
region and an author)
As above – KS5 General
As above – KS5 General
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
As above – KS5 General
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
As above – KS5 General
If whilst completing the above you come across topics which could be considered as safeguarding (keeping ourselves
safe - in addition to the headline topics of forced marriage, FGM, Child Sexual Exploitation, e-safety etc could you
please add these 2 the second table so that we can begin to have a full picture of where these topics are covered
other than just PHSE and assemblies.
Year
Group
11
11
General
12
13
13
Topic Covered
(lesson titles if more appropriate)
La santé
Health – healthy lifestyles, peer-pressure,
young people’s issues (smoking, drugs, obesity)
Les medias
The media – the positives and negatives of TV,
advertising & new technology
All topics
Family & Relationships
Immigration
Would you be ready to live illegally in a country
at all costs?
Multi-cultural Society – racism, discrimination
and their consequences; integration; transfer
of knowledge to GB
Safeguarding area of concern:
Keeping myself safe/CSE/Health &
Wellbeing/Relationships/Prevent etc
Health and wellbeing
e-safety
Relationships
Prevent
Prevent
4
BRITISH VALUES IN GERMAN
Democracy
Individual Liberty

We take turns to speak in the classroom, making sure
everyone’s voice is heard.

We are respectful of other people’s views, even if we don’t
agree with them.

Each and every person in the classroom is equal, with the
same rights and privileges.

No-one has the right to interfere with anyone else’s life,
health, freedom or possessions.

All students recognise and accept that the school’s rules
apply in their German classroom in the same way as they do
elsewhere at Nunthorpe Academy

All students accept that their teacher is in charge and must
apply the rules

As we develop our knowledge of how people live in
Germany and other German-speaking countries, we come to
respect their different way of life and through comparison,
recognise and appreciate our own values more deeply.

Students of all backgrounds and heritages are welcomed and
valued in our German lessons

Through our study of German-speaking people, we learn to
value and tolerate other ways of living.
The Rule of Law
Mutual Respect
Tolerance and Respect
of opinions and diversity
SMSC Across The Curriculum
German 2015-2016
Year
Group
Topic Covered
(lesson titles if more
appropriate)
General Visits abroad to Germany
General European Day of Languages
General Respect for each other in
class (particularly when
attempting to speak in
German)
General Group & Pair-Work, Class
Surveys
General Critical skills, PeerAssessment, My Critical
Friend
7
Guten Tag!
Hello!
7
7
7
7
7
General Topic 1
Sociolinguistics (meet,
greet, describe, give
personal information)
Wo wohnst du?
Where do you live?
Homework challenge to
research a GermanSpeaking country
Freizeit
Free Time – Discussing likes
and dislikes
Das Sonnensystem
The Solar System
Die Prominenten
A Celebrity Fact File
Research a German
celebrity or sporting hero
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Spiritual, Social, Cultural – visits abroad
are a hugely valuable opportunity for
development in all of these areas.
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by one’s
attitude towards different religious, ethnic
and socio-economic groups in the global
community.
Moral – developing the ability to
recognise the difference between right
and wrong, readily apply this
understanding in one’s own life and, in
doing so, respecting the civil and criminal
law of England; ensuring understanding of
the consequences of one’s behaviour and
actions
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds. Also
developing a willingness to participate in
a variety of communities and social
settings
Social - acceptance and engagement with
the fundamental British Values of mutual
respect and tolerance of those with
different faiths and beliefs
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds
Social – willingness to participate in a
variety of communities and social settings
Tolerance and respect for diversity
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by their
attitudes towards different religious,
ethnic and socio-economic groups in the
global community.
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds
Spiritual, cultural – a willingness to reflect
on one’s own experiences
Valuing, Appreciating and
Respecting Global Diversity
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by their
attitudes towards different religious,
ethnic and socio-economic groups in the
global community.
Appreciation for and Respect of
diversity
Valuing, Appreciating and
Respecting Global Diversity
Mutual Respect and Tolerance
Mutual Respect and Tolerance
Mutual Respect and Tolerance
Mutual Respect
1
Year
Group
7/8
8
Topic Covered
(lesson titles if more
appropriate)
Weihnachten & Ostern
Christmas & Easter
Die Zukunft
Plans for the future
9
Welthunger
Tackling World Hunger
9
Rechte und Religion
Rights and Religion
9
Why Languages are
important
9
Hotelreservierungen
Booking a hotel room
Transactional Language
Lernen ist leben
Learning is living
Schools in different countries
9
10
Festivals and cultural
events in Germany
10
Arbeitsprobleme
Problems at work
10
Bildung
Education – differences in
Education between GB &
Germany
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
Spiritual – reflection on own beliefs and
those of others
Spiritual – ability to be reflective about
one’s 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
Spiritual, Moral – In particular developing
an interest in moral and ethical issues and
being able to understand the plight of
other people around the world
Spiritual - ability to be reflective about
one’s 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 and a
willingness to reflect on one’s own
experiences
Social - 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;
the students develop and demonstrate
skills and attitudes that will allow them to
participate fully in and contribute
positively to life in modern Britain.
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by one’s
attitude towards different religious, ethnic
and socio-economic groups in the global
community.
Cultural – willingness to participate in and
respond positively to cultural
opportunities; interest in exploring and
developing understanding of cultural
diversity and the extent to which the
student understands accepts, respects
and celebrates diversity, as shown in
one’s attitude towards different religious,
cultural, ethnic and socio-economic
groups in the global community.
Social - 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;
the students develop and demonstrate
skills and attitudes that will allow them to
participate fully in and contribute
positively to life in modern Britain.
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Tolerance and respect for opinions
and diversity
Tolerance and respect for opinions
and diversity, the Rule of Law and
Individual Liberty
Tolerance and respect for Diversity
Mutual Respect and Tolerance and
Respect for Diversity
The Rule of Law, Mutual Respect,
Tolerance and Respect for
Diversity
2
Year
Group
Topic Covered
(lesson titles if more
appropriate)
11
Die Umwelt
The environment – global
issues and problems as well
as local problems
11
Gesundheit
Health – healthy lifestyles,
peer-pressure, young
people’s issues (smoking,
drugs, obesity)
11
Die Medien
The media – the positives
and negatives of TV,
advertising & new
technology
KS5
All topics throughout the
General course
12
12
13
13
13
13
13
Volunteering to support in
intervention sessions and
our GCSE lessons
Family & Relationships
The Environment
Sustainable development,
collective v. Individual
efforts to protect the planet
Wealth and Poverty
Multi-cultural Society –
racism, discrimination and
their consequences;
integration; transfer of
knowledge to GB
Cloning, euthanasia, the
death penalty
Crime & Delinquency
Is prison the only option?
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Individual Liberty
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Tolerance and respect for opinions
and diversity
Individual Liberty
Spiritual – use of imagination and
creativity in one’s learning; willingness to
reflect on one’s own experiences.
Moral – ability to recognise the difference
between right and wrong, readily apply
this understanding on one’s own life, in
doing so respect the civil and criminal law
of England; understand the consequences
of one’s behaviour and actions; show an
interest in investigating and offering
reasoned views about, moral and ethical
issues, and be able to understand the
viewpoints of others on these issues.
Cultural – understanding a wide range of
cultural influences which have shaped
one’s own heritage and that of others
Social – 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
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
3
Year
Group
13
13
Topic Covered
(lesson titles if more
appropriate)
Immigration
Would you be ready to live
illegally in a country at all
costs?
Research about two
aspects of German culture
(a region and an author)
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
As above – KS5 General
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
As above – KS5 General
If whilst completing the above you come across topics which could be considered as safeguarding (keeping ourselves
safe - in addition to the headline topics of forced marriage, FGM, Child Sexual Exploitation, e-safety etc could you
please add these 2 the second table so that we can begin to have a full picture of where these topics are covered
other than just PHSE and assemblies.
Year
Group
11
11
General
12
13
13
Topic Covered
(lesson titles if more appropriate)
Die Gesundheit
Health – healthy lifestyles, peer-pressure,
young people’s issues (smoking, drugs, obesity)
Die Medien
The media – the positives and negatives of TV,
advertising & new technology
All topics
Family & Relationships
Immigration
Would you be ready to live illegally in a country
at all costs?
Multi-cultural Society – racism, discrimination
and their consequences; integration; transfer
of knowledge to GB
Safeguarding area of concern:
Keeping myself safe/CSE/Health &
Wellbeing/Relationships/Prevent etc
Health and wellbeing
e-safety
Relationships
Prevent
Prevent
4
BRITISH VALUES IN SPANISH
Democracy
Individual Liberty

We take turns to speak in the classroom, making sure
everyone’s voice is heard.

We are respectful of other people’s views, even if we don’t
agree with them.

Each and every person in the classroom is equal, with the
same rights and privileges.

No-one has the right to interfere with anyone else’s life,
health, freedom or possessions.

All students recognise and accept that the school’s rules
apply in their Spanish classroom in the same way as they do
elsewhere at Nunthorpe Academy

All students accept that their teacher is in charge and must
apply the rules

As we develop our knowledge of how people live in Spain
and other Spanish-speaking countries, we come to respect
their different way of life and through comparison, recognise
and appreciate our own values more deeply.

Students of all backgrounds and heritages are welcomed and
valued in our Spanish lessons

Through our study of Spanish-speaking people, we learn to
value and tolerate other ways of living
The Rule of Law
Mutual Respect
Tolerance and Respect
of opinions and diversity
SMSC Across The Curriculum
Spanish 2015-2016
Year
Group
Topic Covered
(lesson titles if more
appropriate)
General Visits abroad to Spain
General European Day of Languages
General Respect for each other in
class (particularly when
attempting to speak in
Spanish)
General Group & Pair-Work, Class
Surveys
General Critical skills, PeerAssessment, My Critical
Friend
10
Spanish and Latin American
Festivals
Festivals and cultural events
in Spain and South America
10
Problems at work
10
Education
Differences in Education
between GB & Spain
11
The environment
Global issues and problems
as well as local problems
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
Spiritual, Social, Cultural – visits abroad
are a hugely valuable opportunity for
development in all of these areas.
Cultural – Interest in exploring,
understanding and showing respect for
different faiths, cultural diversity and the
extent to which pupils understand, accept
and celebrate diversity, as shown by one’s
attitude towards different religious, ethnic
and socio-economic groups in the global
community.
Moral – developing the ability to
recognise the difference between right
and wrong, readily apply this
understanding in one’s own life and, in
doing so, respecting the civil and criminal
law of England; ensuring understanding of
the consequences of one’s behaviour and
actions
Social – use of a range of social skills in
different contexts, including socialising
with pupils from different religious, ethnic
and socio-economic backgrounds. Also
developing a willingness to participate in
a variety of communities and social
settings
Social - acceptance and engagement with
the fundamental British Values of mutual
respect and tolerance of those with
different faiths and beliefs
Cultural – willingness to participate in and
respond positively to cultural
opportunities; interest in exploring and
developing understanding of cultural
diversity and the extent to which the
student understands accepts, respects
and celebrates diversity, as shown in one’s
attitude towards different religious,
cultural, ethnic and socio-economic
groups in the global community.
Social - 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;
the students develop and demonstrate
skills and attitudes that will allow them to
participate fully in and contribute
positively to life in modern Britain.
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Tolerance and respect for diversity
Valuing, Appreciating and
Respecting Global Diversity
Mutual Respect and Tolerance
Mutual Respect and Tolerance
Mutual Respect and Tolerance
Mutual Respect and Tolerance and
Respect for Diversity
The Rule of Law, Mutual Respect,
Tolerance and Respect for
Diversity
Individual Liberty
1
Year
Group
Topic Covered
(lesson titles if more
appropriate)
11
Health
Healthy lifestyles, peerpressure, young people’s
issues (smoking, drugs,
obesity)
11
The media
The positives and negatives
of TV, advertising & new
technology
KS5
All topics throughout the
General course
12
12
13
13
13
13
13
13
13
Volunteering to support in
intervention sessions and
our GCSE lessons
Family & Relationships
The Environment
Sustainable development,
collective v. Individual
efforts to protect the planet
Wealth and Poverty
Multi-cultural Society –
racism, discrimination and
their consequences;
integration; transfer of
knowledge to GB
Cloning, euthanasia, the
death penalty
Crime & Delinquency
Is prison the only option?
Immigration
Would you be ready to live
illegally in a country at all
costs?
Research about two
aspects of Spanish culture
(a region and an author)
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
for opinions and diversity
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Individual Liberty
Moral - interest in investigating, and
offering reasoned views about, moral and
ethical issues, and being able to
understand and appreciate the viewpoints
of others on these issues
Spiritual – use of imagination and
creativity in one’s learning; willingness to
reflect on one’s own experiences.
Moral – ability to recognise the difference
between right and wrong, readily apply
this understanding on one’s own life, in
doing so respect the civil and criminal law
of England; understand the consequences
of one’s behaviour and actions; show an
interest in investigating and offering
reasoned views about, moral and ethical
issues, and be able to understand the
viewpoints of others on these issues.
Cultural – understanding a wide range of
cultural influences which have shaped
one’s own heritage and that of others
Social – 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
As above – KS5 General
Tolerance and respect for opinions
and diversity
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
As above – KS5 General
2
If whilst completing the above you come across topics which could be considered as safeguarding (keeping ourselves
safe - in addition to the headline topics of forced marriage, FGM, Child Sexual Exploitation, e-safety etc could you
please add these 2 the second table so that we can begin to have a full picture of where these topics are covered
other than just PHSE and assemblies.
Year
Group
11
11
General
12
13
13
Topic Covered
(lesson titles if more appropriate)
Health
Healthy lifestyles, peer-pressure, young
people’s issues (smoking, drugs, obesity)
The media
The positives and negatives of TV, advertising &
new technology
All topics
Family & Relationships
Immigration
Would you be ready to live illegally in a country
at all costs?
Multi-cultural Society – racism, discrimination
and their consequences; integration; transfer
of knowledge to GB
Safeguarding area of concern:
Keeping myself safe/CSE/Health &
Wellbeing/Relationships/Prevent etc
Health and wellbeing
e-safety
Relationships
Prevent
Prevent
3
BRITISH VALUES IN HISTORY
Making decisions together:
Democrac
y
1066 Hastings
The British Civil War
Hitler’s Germany
The Vietnam War
The nineteenth century Public Health Acts
The governments of Stalin & Mao
The Cold War
Freedom for all:
Individual
Liberty
The British Civil War
Slavery
World War I recruitment
Nazi schools & education
The Cold War – life in the Eastern & Western blocs
Understand why rules are important:
The Rule of
Law
The Norman Conquest
Witches
World War I
Law & order in the American West
The creation of the welfare state
Public Health Acts & the NHS
Treat others as you would want to be treated:
Mutual
Respect
Tudor religious conflict
American Indian culture & religion
The Mormons
Arab Israeli Conflict
The Cold War: Peaceful coexistence
We enjoy learning about different faiths and
cultures:
Tolerance and
Respect of
opinions and
diversity
The Gunpowder Plot
The British Civil War
Slavery
The Holocaust
American Indian culture & religion
Arab Israeli Conflict
SMSC ACROSS THE CURRICULUM - HISTORY
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect
it addresses:
Spiritual, Moral,
Social, Cultural
7
7
8
Time Capsule
Castles
Tudor Religion
Spiritual
Spiritual
Spiritual
8
Spiritual
8
Tudor Estate
Agent / Criminal
work
Slavery
9
9
WWI Experiences
Holocaust
Spiritual
Spiritual
10
Native American
Life & Beliefs
Vietnam Controlled
Assessment
Medicine Through
Time
Twentieth Century
Medicine
Communist Beliefs
Arab-Israeli
Conflict
Cold War
Presentations
Cold War – Role of
the Pope
Spiritual
7
Tudor Criminals
Witches
Moral
Moral
8
Slavery
Moral
9
Nazi Germany
Moral
9
The Holocaust
Moral
10
11
11
12
13
13
13
8
Spiritual
BV - which aspect it
addresses:
Democracy, Individual
Liberty, The Rule of
Law, Mutual Respect,
Tolerance and respect
of opinions and
diversity
Rule of law
Mutual Respect &
Tolerance
Rule of law
Mutual Respect &
Tolerance
Democracy
Mutual Respect &
Tolerance/ Individual
Liberty
Mutual Respect &
Tolerance
Spiritual
Spiritual
Spiritual
Spiritual
Spiritual
Spiritual
Democracy
Democracy/ Mutual
Respect & Tolerance
Democracy
Spiritual
Rule of Law
Mutual Respect &
Tolerance
Mutual Respect &
Tolerance
Democracy/ Mutual
Respect & Tolerance/
Rule of Law/
Individual Liberty
Democracy/ Mutual
Respect & Tolerance
SMSC ACROSS THE CURRICULUM - HISTORY
10
10
11
12
13
Native Americans
vs Settlers
Vietnam War
Medical ethics
through time
Communist
regimes
Arab-Israeli conflict
Moral
Moral
Moral
Moral
Moral
13
13
Nuclear deterrence Moral
Moral
Human Rights in
the Cold War
eastern bloc
7
Social
8
8
Establishment of
Norman rule
Religious conflict &
tolerance in Tudor
England
Gunpowder Plot
Slavery
9
Nazi Germany
Social
9
Holocaust
Social
10
Mormons
Social
12
Communist states
Social
13
Cold War values
Social
7
8
Norman Britain
Tudor Britain
Cultural
Cultural
8
The Civil War
Cultural
8
Slavery & The
Slave Trade
WWI Field Trip to
Battlefield Sites
Native Americans
Cultural
Cultural influences
on medical
developments
Cultural
7
9
10
11
Mutual Respect &
Tolerance
Social
Social
Social
Cultural
Cultural
Democracy/ Mutual
Respect & Tolerance
Democracy/ Mutual
Respect & Tolerance
Democracy
Democracy/ Mutual
Respect & Tolerance/
Individual Liberty
Democracy/ Rule of
law
Mutual Respect &
Tolerance
Mutual Respect &
Tolerance
Democracy/ Mutual
Respect & Tolerance/
Rule of Law/
Individual Liberty
Mutual Respect &
Tolerance
Mutual Respect &
Tolerance
Democracy/ Mutual
Respect & Tolerance/
Rule of Law
Individual Liberty/
Democracy
Rule of Law
Mutual Respect &
Tolerance
Mutual Respect &
Tolerance/ Democracy
Mutual Respect &
Tolerance
Mutual Respect &
Tolerance
Mutual Respect &
Tolerance
SMSC ACROSS THE CURRICULUM - HISTORY
13
13
British involvement
in the Cold War
British involvement
in the Arab-Israeli
conflict
Cultural
Cultural
Democracy/ Individual
Liberty
Democracy/ Individual
Liberty / Mutual
Respect & Tolerance
BRITISH VALUES IN GEOGRAPHY
Making decisions together:
Democracy
In Geography we all agree the types of behaviours we expect to
be displayed in the classroom. All students have a say in the
content of the full value contract.
We have a freedom to choose:
Individual Liberty
In Geography we understand that we will receive praise with the
reward of achievement points.
We also understand that behaviour points will be a consequence
of making the wrong choices in class.
Understand why rules are important:
The Rule of Law
In Geography we work to the best of our ability, as decided in full
value contracts.
We meet deadlines for completion of classwork and homework.
Treat others as you would want to be treated:
Mutual Respect
In Geography we listen to one another and show respect for
opinions which may differ from ours.
We enjoy learning about different faiths and cultures:
Tolerance and Respect
of opinions and diversity
We look at other cultures and how people live. We appreciate the
diversity that other cultures bring to our lives and experiences.
In Year 8 we study indigenous cultures and how other people’s
lives differ from our own.
SMSC ACROSS THE CURRICULUM - GEOGRAPHY
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it
addresses:
Spiritual, Moral, Social,
Cultural
8
Indigenous Cultures
Cultural
8
Ecosystems
Moral /Cultural
9
Climate Change – threats Moral/Social/spiritual
to the planet
The rule of Law,
Mutual Respect
9 & 11
Migration
Individual Liberty, The
rule of law, Mutual
respect
Moral/Social
BV - which aspect it
addresses:
Democracy, Individual
Liberty, The Rule of
Law, Mutual Respect,
Tolerance and respect
of opinions and
diversity
Tolerance and respect
Tolerance and respect
(respect for
environments and
people)
9
Tourism -problems
created by tourism
Moral
The rule of law,
tolerance and respect
10
Tectonics/Hazards
(responding to disasters)
Moral/Social /Spiritual
Mutual Respect
11
Urbanisation –
supporting multicultural
communities
Cultural, moral
Mutual respect
7
China – TNC’s worker
exploitation /pollution
Moral , social
Mutual respect, the
rule of law
SMSC ACROSS THE CURRICULUM - GEOGRAPHY
BRITISH VALUES IN COMPUTING
Developments in Computing
Democracy


How can computers / internet be used to increase access
to politicians
Using online voting
Looking at the History of Computing
Individual Liberty


Researching key people including Alan Turing
Finding out people who had the biggest impact on
Computer Science and how they achieved.
Looking at Laws that affect Computer Use
The Rule of Law




Data Protection Act
Copyright Designs and Patents Act
Computer Misuse Act
Health and Safety law
Treat others as you would want to be treated:
Mutual Respect


Helping each other when we get stuck
Ensuring that we respect the equipment we use
Using the internet sensibly
Tolerance and Respect
of opinions and diversity


Looking at message boards and how to respond to
people with different opinions and religions
Understanding that what we post online will be
there forever.
SMSC ACROSS THE CURRICULUM - ICT AND COMPUTING
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
Year 7
E-Safety – Cyber Bullying
Year 8
E-Safety – Use of Mobile Phones
Cultural – We look at the impact
the internet has had on popular
culture.
Moral – We look at moral issues
to do with the internet including
Cyber Bullying and internet
access
Cultural – We look at the impact
the internet has had on popular
culture.
Social – We look at the affect
mobile phones have had on the
social life of students
Moral – We look at moral issues
to do with the internet including
Cyber Bullying and internet
access
Year 9
E-Safety – Social Media
Cultural – We look at the impact
the internet has had on popular
culture.
Social – We look at how Social
Media sites have changed how
people communicate and the
positives / negatives that brings
Moral – We look at moral issues
to do with the internet including
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
of opinions and diversity
The Rule of Law – The legal side
of E-Safety is covered in these
lessons.
The Rule of Law – The legal side
of E-Safety is covered in these
lessons.
Respect – we look at how we can
be more respectful with our
mobile phone use
The Rule of Law – The legal side
of E-Safety is covered in these
lessons.
Respect – We look at how we
need to respect other uses of
Social media
SMSC ACROSS THE CURRICULUM - ICT AND COMPUTING
GCSE Computing (Year 10 and
11)
Legal issues
GCSE Computing (Year 10 and
11)
The Internet
A level Computer Science (Year
12 / 13)
The Internet
A level Computer Science (Year
12 / 13)
Legal Issues
Cyber Bullying and internet
access
Moral – we look at issues such as
copyright, downloading files,
hacking and viruses
Social – We look at the impact of
the internet and how it has
changed lives for better and for
worse.
Moral – We discuss issues to do
with the internet such as
Pornography, Suicide sites etc
Social – We look at the impact of
the internet and how it has
changed lives for better and for
worse.
Moral – We discuss issues to do
with the internet such as
Pornography, Suicide sites etc
Cultural – We look at the impact
the internet has had on different
communities around the globe
and whether it has changed or
lost local cultures
Moral – we look at issues such as
copyright, downloading files,
hacking and viruses
The Rule of Law – As well as
discussing the issues we look at
what the Law says about each
one.
Tolerance – we look at how
intolerance is shared online and
how we can change our
behaviour.
Tolerance – we look at how
intolerance is shared online and
how we can change our
behaviour.
The Rule of Law – As well as
discussing the issues we look at
what the Law says about each
one.
The Rule of Law – As well as
discussing the issues we look at
what the Law says about each
one.
BRITISH VALUES IN BUSINESS & LAW
Democracy
Joint planning with students
Discussion-based activities in lessons
Self-assessment to inform planning
Individual Liberty
Clear expectations within lessons with rewards and consequences
for actions
Learning is managed by students through the use of PLCs
Full value contracts agreed in all lessons
The Rule of Law
Mutual respect for Academy and classroom rules
Teacher expectations are listened to and respected
Employment and criminal law taught in lessons
Mutual Respect
Mutual respect for teachers and students
Group work to help others
Discussions in lessons
Tolerance and Respect
of opinions and diversity
Other people’s opinions are listened to and respected
Culture is taught throughout Business and Law specifications
SMSC ACROSS THE CURRICULUM – GCSE BUSINESS
Year Group: 13
Topic Covered
(lesson titles if more
appropriate)
A2 Business
Marketing
Operations
Human Resources
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
Marketing covers social and
cultural issues
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
of opinions and diversity
This topic looks at the laws
involved as well as the respect of
people’s opinions and diversity
Social, Cultural
Social, Cultural, Moral
Employment law, people’s
opinions, diversity
Assessing Changes in the
Business Environment
Social, Cultural, Moral
Managing Change
Spiritual, Moral, Social, Cultural
People’s opinions, diversity
The rule of law, mutual respect,
tolerance, diversity
SMSC ACROSS THE CURRICULUM – A2 LAW
Year Group: 13
Topic Covered
(lesson titles if more
appropriate)
Topic
Law and Morality; Law and
Justice; Judicial Creativity; Fault;
Balancing Conflicting Interests;
Offences Against the Person;
Defences
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
Spiritual: 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.
Moral: Ability to recognise the
difference between right and
wrong, readily apply this
understanding in their own lives,
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 being
able to understand and
appreciate the viewpoints of
others on these issues.
Social: Acceptance and
engagement with the
BV - which aspect it addresses:
Democracy, Individual Liberty, The Rule of Law,
Mutual Respect, Tolerance and respect of
opinions and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect
SMSC ACROSS THE CURRICULUM – A2 LAW
fundamental British values of
democracy, the rule of law,
individual liberty and 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.
Cultural: 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 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 contributing to develop
Britain.
SMSC ACROSS THE CURRICULUM – AS BUSINESS
Year Group: 12
AS Business
Topic Covered
(lesson titles if more appropriate)
What is a business?
Managers, leadership and decision
making
Decision making to improve marketing
performance
Decision making to improve
operational performance
SMSC - which aspect it
addresses:
Spiritual, Moral, Social,
Cultural
Social
Cultural
Moral
Spiritual
Cultural
Social
Moral
Cultural
Social
Moral
Social
Moral
BV - which aspect it addresses:
Democracy, Individual Liberty, The Rule of Law,
Mutual Respect, Tolerance and respect of
opinions and diversity
Democracy
The Rule of Law
Individual Liberty
Democracy
Individual Liberty
Mutual Respect, Tolerance and Respect
Individual Liberty
Mutual Respect, Tolerance and Respect
Mutual Respect, Tolerance and Respect
SMSC ACROSS THE CURRICULUM – AS LAW
Year Group: 12
Topic Covered
(lesson titles if more
appropriate)
AS law
Parliamentary law making
Statutory interpretation
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
PLM looks at the law making
process in the UK and covers the
social and moral elements
SI looks at the cultural and social
issues of interpretation of law
JP looks at the cultural, cultural
and moral issues with
Judicial precedent
Contract
This topic covers all issues with
contract looking at moral, social
and cultural aspects through
contract negotiations
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
of opinions and diversity
This topic covers the rule of law,
tolerance and democracy
This topic covers the rule of law
and tolerance and democracy
This covers individual liberty and
the rule of law
Contract covers the rule of law,
mutual respect
SMSC ACROSS THE CURRICULUM – AS LAW
SMSC ACROSS THE CURRICIULM - BTEC BUSINESS STUDIES
Year Group: 11
Topic Covered
(lesson titles if more
appropriate)
Topic
Enterprise in the Real World
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
Moral: Business Law and
Business ethics
Social: Setting up a new
business, Human Resources
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
of opinions and diversity
Human Resources – mutual
respect and respect of opinions
and diversity.
Cultural: Setting up a new
business, influences on business
start-ups
Promoting a Brand
Social – customer wants and
needs
Cultural – customer wants and
needs
British brands/history of British
brands
Recruitment, Selection and
Employment
British Recruitment Law
Covers the moral, social and
cultural issues with the
recruitment and training of new
and current employees.
SMSC ACROSS THE CURRICULUM – GCSE BUSINESS
Year Group: 10/11
Topic Covered
(lesson titles if more
appropriate)
GCSE Business
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
Starting / growing a business
This topic looks at all options of
SMSC throughout the starting a
business and growing a business.
Marketing
Marketing covers social and
cultural issues
People
This topic covers the moral,
social and cultural issues with
the recruitment and training of
new and current employees.
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
of opinions and diversity
This looks at how businesses
start up considering the rule of
law, tolerance and respect of
opinions and diversity
This topic looks at the laws
involved as well as the respect of
people’s opinions and diversity
This topic looks at the laws
involved in recruitment
SMSC ACROSS THE CURRICULUM – VCERT IN BUSINESS
Year Group: 10
VCERT Business
Topic Covered
(lesson titles if more appropriate)
Business enterprise
Marketing
Finance
Independent project
SMSC - which aspect it
addresses:
Spiritual, Moral, Social,
Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty, The Rule of Law,
Mutual Respect, Tolerance and respect of
opinions and diversity
Social
Cultural
Spiritual
Moral
Social
Moral
Social
The Rule of Law
Individual Liberty
Moral
Social
Cultural
Democracy
Individual Liberty
Mutual Respect, Tolerance and Respect
Democracy
The Rule of Law
Democracy
The Rule of Law
BRITISH VALUES IN DRAMA
Democracy
We have a say in what we do, how we work and what themes we
discuss and develop.
We make choices in all lessons
Individual Liberty
How we work in groups
How we produce our own drama work.
We understand the consequences and awards in Drama .
We understand the rules in drama.
The Rule of Law
Mutual Respect
Tolerance and Respect
of opinions and diversity
The rules help us to work both safely and in unity with the class.
Drama requires respect for all in order for us to feel comfortable
in the environment we work.
It is one of the most important things in drama, respect for all in
order for us to feel comfortable in the environment we work.
This is developed from the very first lesson.
We learn about a variety of cultures, historical events and have an
opportunity to express our opinions constantly.
We listen to each other, respect everyone’s opinions. We are able
to work in groups throughout drama.
SMSC ACROSS THE CURRICULUM - DRAMA
Year Group
7
Topic Covered
(lesson titles if more
appropriate)
Ricky Brown/
Disappearance of Jo
SMSC - which aspect it
addresses:
Spiritual, Moral, Social,
Cultural
Moral
BV - which aspect it
addresses:
Democracy, Individual
Liberty, The Rule of Law,
Mutual Respect,
Tolerance and respect of
opinions and diversity
respect
Bullying
Ricky Brown/
Disappearance of Jo
Moral
Social
Respect
Diversity
Evacuation WW2
Cultural
Moral
Democracy
Tolerance and respect
7
Aberfan
Cultural
Social
8
1968
Democracy
Tolerance and respect
Diversity
Individual liberty
8
Shooting of Martin Luther
King
Oliver and workhouses
Vietnam war
Hippies and Peace
Capital punishment
Social
Cultural
Moral
Moral
Respect
Rule of law
Individual liberty
tolerance
Respect
Opinions and diversity
7
Family
7
Craig and Bentley
9
WW1
9
Blood brothers
9
Friendship, Wealth, Class
differences.
Bouncers and Shakers
Stereotypes
10
IRA: Understanding the IRA
and its beliefs. Its effects
on the local community,
Moral
Social
Cultural
Moral
Social
Mutual respect
Opinions and diversity
Moral
Social
Cultural
Mutual Respect
Opinions and diversity
Individual liberty
Moral
Social
Spiritual
cultural
Opinions and diversity
Respect
Mutual respect
Tolerance
SMSC ACROSS THE CURRICULUM - DRAMA
10
10
religion and the wider
community.
Hillsborough - How this
affected the community in
Liverpool and wider
community.
9.11 – learning about the
tragic event and its
effects on others
Moral
Social
Cultural
Mutual respect
Tolerance
Social
Cultural
Moral
Mutual respect
Opinions and diversity
Mutual respect
BRITISH VALUES IN LIFE
Legal systems in the UK
Democracy
General Elections
House of Lords
Local, National and International Political Systems
Individual Liberty
Human Rights
Consumer Rights
The impact of spending choices on the economy
Rights and Responsibilities
The Rule of Law
Crime and Punishment
Finance Law
The age of consent
Groups in society
Mutual Respect
Bullying
Relationships
British Values
Refugees
Tolerance and Respect
of opinions and diversity
Homelessness
Asylum Seekers
Terrorism
SMSC ACROSS THE CURRICULUM - LIFE
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect
it addresses:
Spiritual, Moral,
Social, Cultural
Year 7
Conflict:
 Dealing with
conflicts
 Friendship issues
 Bullying
Our World:
 Antisocial
behaviour
 Graffiti
 disabilities
 Charities
 Improving the
community
Diversity:
 Groups in society
 Refugees
 Being British
 Being homeless
 Prejudice and
discrimination
Rights and Responsibilities
 Human
 Employment
 Consumer
Social
Law and Order
 Knife crime
 Terrorism
 Gang culture
 The justice system
Sex and relationships
Moral and Social
Year 8
Year 9




Trafficking
Domestic abuse
Sexual exploitation
FGM
Moral
Cultural
BV - which aspect it
addresses:
Democracy, Individual
Liberty, The Rule of
Law, Mutual Respect,
Tolerance and respect
of opinions and
diversity
Tolerance and
respect, democracy
Individual liberty
Mutual Respect,
Tolerance and respect
of opinions and
diversity
Moral
The rule of law
Moral, social and
cultural
The rule of law,
individual liberty
Mutual Respect
SMSC ACROSS THE CURRICULUM - LIFE
Year 10
Year 11
Mental Health Issues
 Anorexia and
Bulimia
 Stress
 Depression
Issues around the world
 Poverty
 Waste
 Global warming
Democracy and
international governance.
 Legal systems in
the UK
 Diverse identities
 Immigration
What it means to be a
citizen
 The role and duties
of citizens in the
UK
 Government
policies

Spiritual, moral and
social
Cultural
Mutual Respect
Tolerance and respect
of individual opinions
Cultural
The rule of law,
individual liberty
Moral, social and
cultural
The rule of law,
individual liberty
BRITISH VALUES IN MUSIC
Making decisions together:
Democracy


We work together in teams to create and perform music.
We make sure that everyone’s thoughts, suggestions and
ideas are considered.
Freedom for all:
Individual Liberty
 We learn to be self-disciplined in our practice and make
appropriate choices in practical work.
Understanding the rule of law:
The Rule of Law
 We appreciate that the musical instruments that we use
are cared for and never damaged.
 We understand that the rules for their use prepare us for
using equipment in the world of work.
Treat others as you would want to be treated:
Mutual Respect
 We work as musical teams
 We respect our differing levels of experience and do not
negatively judge those with lesser musical experience.
 We have musical learning coaches to help the learning of
our peers.
We enjoy learning about different faiths and cultures:
Tolerance and Respect
of opinions and diversity
 We celebrate musical styles and cultures from around
the world.
 We discuss the impact music has on our society.
 We investigate music as a communication tool, to
promote cultural understanding.
SMSC ACROSS THE CURRICULUM - MUSIC
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it
addresses:
Spiritual, Moral,
Social, Cultural
Year 7
Ocean World Singing
Project
Year 7
Music from around
Britain. Folk Music.
Music from around the
World
The Blues
Ecological musical
about man’s impact
upon marine life –
Moral, Social, Cultural
and Spiritual
Cultural
Year 7
Year 8
Year 8
Year 8
Music for Film
Christmas Musicalthough specifically
about music from the
Christian tradition this
unit allows students to
learn and appreciate
music associated with
the Christmas season,
both sacred and
secular.
Year 9
Song writing projects
Issues of poverty,
homelessness,
loneliness,
commercialism of
celebrations.
Musical Theatre
Experimental Music
Song writing project –
child soldiers, slavery ,
trafficking
The Western Classical
Tradition – Mozart,
Handel and Chopin,
Bernstein, Reich,
Schoenberg
Composition
Performance
Year 9
Year 9
Year 9
Year 10
Year 10 and 11
Year 10 and 11
Cultural
Cultural, moral,
spiritual
Social, cultural
Spiritual, cultural
Moral, Social, Cultural,
Spiritual
Cultural
Cultural diversity
SMSC
BV - which aspect it
addresses:
Democracy, Individual
Liberty, The Rule of
Law, Mutual Respect,
Tolerance and respect
of opinions and
diversity
Respect of environment
Diversity
Diversity, tolerance and
respect.
Democracy, individual
liberty.
Diversity
Tolerance and respect,
diversity.
Individual liberty,
respect
Respect, tolerance
Freedom, respect,
liberty, law.
Culture – through time
and space
Spiritual - moral
Social
diversity
SMSC ACROSS THE CURRICULUM - MUSIC
Y11
Year Group
Year 9
Ensemble
Choir
Orchestra
AOS 3 – Miles Davis,
Jeff Buckley, Moby AOS 4 World Music –
India, Africa
Topic Covered
(lesson titles if more
appropriate)
Song writing project –
child soldiers, slavery ,
trafficking
Culture
Cultural diversity
Diversity, respect,
tolerance
Safeguarding area of concern:
Keeping myself safe/CSE/Health &
Wellbeing/Relationships/Prevent etc
Prevent
SMSC
Social, spiritual,
cultural, moral
Social, spiritual,
cultural, moral
BV
Diversity, mutual
respect
Diversity, mutual
respect
BRITISH VALUES IN PE
Making decisions together:
Democracy


We have a say in what happens through the Sports
committee and council
We contribute to the curriculum planning, extra-curricular
activities, house sports and influence change in PE
Freedom for all:
Individual Liberty


We can make our own choices in lessons and outside of
lessons during extra-curricular activities
We understand the rewards for or consequences of our own
actions in lessons, during options and extra-curricular
activities
Understanding why rules are important:
The Rule of Law
 We develop fair rules for our classrooms and teaching spaces
through our Full Value Contracts
 We understand that rules in PE are developed to support and
prepare us for lifelong involvement in sport (attendance,
punctuality, dress code)
 We develop resilience in sport which prepares us for life
Treat others as you would want to be treated:
Mutual Respect




We work together to help one another
We respect each other’s physical space
We respect each other's contributions to discussion
We take on group roles to support the learning of our peers
offering constructive feedback
We enjoy learning about different faiths and cultures:
Tolerance and Respect
of opinions and diversity
 We listen carefully to other peoples points of view
 We investigate traditions, customs and religious activities
from other countries
 We discuss how diversity makes us what we are today
SMSC ACROSS THE CURRICULUM - PE
Year
Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
Spiritual - Ability to be reflective 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
All
Association Football, Basketball, Gaelic
Football, Handball, Hockey, Lacrosse
Netball, Rugby League, Rugby Union,
Cricket, Rounders, Softball, Badminton,
Squash, Table Tennis, Tennis,
Volleyball, Gymnastics, Trampolining,
Contemporary Dance, Cross-Country
Running, Track and Field Athletics,
Orienteering
All core topics (listed above)
All
All core topics (listed above)
Spiritual - use of imagination and creativity in
their learning
All
All core topics (listed above)
Spiritual - willingness to reflect on their
experiences.
All
All core topics (listed above)
Moral - ability to recognise the difference between
All
All core topics (listed above)
All
Spiritual - sense of enjoyment and fascination
in learning about themselves, others and the
world around them
right and wrong, readily apply this understanding in
their own lives and, in doing so, respect the civil and
criminal law of England
Moral - understanding of the consequences of their
behaviour and actions
All
All core topics (listed above)
Moral - interest in investigating, and offering
reasoned views about, moral and ethical issues, and
being able to understand and appreciate the
viewpoints of others on these issues
All
All core topics (listed above)
All
All core topics (listed above)
All
All core topics (listed above)
Social - use of a range of social skills in different
contexts, including working and socialising with
pupils from different religious, ethnic and socioeconomic backgrounds
Social - 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
Social - 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;
the students develop and demonstrate skills and
attitudes that will allow them to participate fully in
and contribute positively to life in modern Britain
BV - which aspect it
addresses:
Democracy, Individual
Liberty, The Rule of Law,
Mutual Respect,
Tolerance and respect of
opinions and diversity
See separate sheet
All
All core topics (listed above)
Cultural - understanding and appreciation of the
wide range of cultural influences that have shaped
their own heritage and that of others
All
All core topics (listed above)
Cultural - Understanding and appreciation of the
range of different cultures within the school and
further afield as an essential element of their
preparation for life in modern Britain.
All
All core topics (listed above)
All
All core topics (listed above)
All
All core topics (listed above)
Cultural - knowledge of Britain’s democratic
parliamentary system and its central role in shaping
our history and values, and in continuing to develop
Britain
Cultural - willingness to participate in, and respond
positively to artistic, sporting and cultural
opportunities
Cultural - interest in exploring, understanding of,
and showing respect for different faiths cultural
diversity and the extent to which they understand,
accept, respect and celebrate diversity, as shown by
their attitudes towards different religious, ethnic and
socio-economic groups in the local, national and
global communities.
BRITISH VALUES IN PHILOSOPHY & ETHICS
Democracy
We debate about different opinions and give reasons for our
opinions
We study ‘Democracy’ as part of our GCSE specification
We are all entitled to our opinions, as long as we justify it.
Individual Liberty
The Rule of Law
We are entitled to our own beliefs.
We are responsible for explaining our views.
We understand the high expectations of subject staff and why it is
important for our progression, both academically and personally.
We learn about why laws are important and where they come
from.
Mutual Respect
Tolerance and Respect
of opinions and diversity
We listen to, and respect, the views and beliefs of others.
We respond appropriately to others views and beliefs.
We learn about ‘Community Cohesion’ as part of our GCSE
curriculum.
We respect the expression of beliefs and views.
We listen respectfully to views and beliefs that differ from our
own.
SMSC ACROSS THE CURRICULUM – P&E
KS5
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
12
Proofs for God’s existence
Spiritual
12
Problem of Evil
Spiritual
12
Psychology of religion (Freud and
Jung)
Spiritual
13
Religious Experiences
Spiritual
13
Critiques of Religion
Spiritual
13
Life after Death
Spiritual
12
Utilitarianism, Situation Ethics
Moral
12
Relationship between religion
and morality
Moral
12
Psychology of religion (Freud and
Jung)
Moral
13
Critiques of religion and morality
Moral
BV - which aspect it addresses:
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Mutual Respect, Tolerance and respect of
opinions and diversity
Mutual Respect, Tolerance and respect of
opinions and diversity
Mutual Respect, Tolerance and respect of
opinions and diversity
Mutual Respect, Tolerance and respect of
opinions and diversity
Mutual Respect, Tolerance and respect of
opinions and diversity
Mutual Respect, Tolerance and respect of
opinions and diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
SMSC ACROSS THE CURRICULUM – P&E
13
Deontological ethics, natural
moral law, virtue ethics
Moral
12
Relationship between religion
and morality
Moral
13
Critiques of religion and morality
Moral
12
Relationship between religion
and morality
Moral
13
Critiques of religion and morality
Moral
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
Democracy, Individual Liberty, The Rule of
Law, Tolerance and respect of opinions and
diversity
SMSC ACROSS THE CURRICULUM – P&E
KS4
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
10 & 11
Believing in God
Spiritual, Cultural
10 & 11
Matters of life and death
Spiritual, Moral, Social, Cultural
10 & 11
Marriage and the family
Spiritual, Moral, Social, Cultural
10 & 11
Community cohesion
Spiritual, Moral, Social, Cultural
10 & 11
Religion and the environment
Spiritual, Moral, Social, Cultural
10 & 11
Religion, Peace and Conflict
Spiritual, Moral, Social, Cultural
10 & 11
Religion, Crime and Punishment
Spiritual, Moral, Social, Cultural
10 & 11
Religion, Rights and
Responsibilities
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Individual liberty, Mutual Respect, Tolerance
and respect of opinions and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
SMSC ACROSS THE CURRICULUM – P&E
KS3
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
7
Creation Stories
Spiritual, Moral, Social, Cultural
7
Hinduism
Spiritual, Moral, Social, Cultural
7
Sikhism
Spiritual, Moral, Social, Cultural
7
Buddhism
Spiritual, Moral, Social, Cultural
7
Humanism
Spiritual, Moral, Social, Cultural
8
Islam
Spiritual, Moral, Social, Cultural
8
Prejudice & Discrimination
Spiritual, Moral, Social, Cultural
8
Judaism
Spiritual, Moral, Social, Cultural
8
Holocaust
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Mutual Respect, Tolerance and respect of
opinions and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
SMSC ACROSS THE CURRICULUM – P&E
8
Christianity
Spiritual, Moral, Social, Cultural
9
Issues
Spiritual, Moral, Social, Cultural
9
Big Questions
Spiritual, Moral, Social, Cultural
9
Religion & the Media
Spiritual, Moral, Social, Cultural
9
Alternative Beliefs
Spiritual, Moral, Social, Cultural
Individual Liberty, The Rule of Law, Mutual
Respect, Tolerance and respect of opinions
and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
Democracy, Individual Liberty, The Rule of
Law, Mutual Respect, Tolerance and respect
of opinions and diversity
SMSC ACROSS THE CURRICULUM – TECHNOLOGY
(ENGINEERING/PRODUCT DESIGN)
Year
Topic
Group Covered
(lesson titles
if more
appropriate)
7
Photo frame
- making
Packaging –
design and
make
Ball Game –
design and
make
Analogue
Clock –
design and
make
8
Jitter bug –
make
Phone
holder –
design and
make
SMSC - which aspect it addresses:
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty, The Rule of Law,
Mutual Respect, Tolerance and respect of opinions
and diversity
Social – students need to work as part of
a team
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
The rule of law – positive feedback / help and
support
Respect of opinions and diversity – when designing
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Respect of opinions and diversity – when designing
Spiritual – researching and developing
ideas
Spiritual – research existing products,
design ideas and making, evaluating
Moral – annotating theirs and others
ideas
Social – need to work as a team during
practical
Cultural – research can be based on a
culture which is the students choice
Spiritual – research existing products,
design ideas and making, evaluating
Moral – annotating theirs and others
ideas
Social – need to work as a team during
practical
Cultural – research can be based on a
culture which is the students choice
Social – need to work as part of a team
Spiritual – research existing products,
design ideas and making, evaluating
Moral – annotating theirs and others
ideas
Social – need to work as a team during
practical
Cultural – research can be based on a
culture which is the students choice
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Respect of opinions and diversity – when designing
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Respect of opinions and diversity – when designing
Branding –
designing
Spiritual – research existing products /
evaluating and comparing existing
products
Cultural – research can be based on a
culture which is the students choice
Mechanical Spiritual – research existing products,
toy – design design ideas and making, evaluating
and make
Moral – annotating theirs and others
ideas
Social – need to work as a team during
practical
Cultural – research can be based on a
culture which is the students choice
Storage Unit Spiritual – research existing products,
– design and design ideas and making, evaluating
make
Moral – annotating theirs and others
ideas
Social – need to work as a team during
practical
Cultural – research can be based on a
culture which is the students choice
Electronic
Social – need to work as part of a team
buggy making
The rule of law – positive feedback / help and
support
Respect of opinions and diversity – when designing
10
Design &
make photo
frame
Spiritual – research and development,
modelling, testing and evaluation,
environmental concerns
Moral & Social – health and safety, peer
assessment
Cultural – researching, using CAD/CAM
10 &
11
Design and
make –
coursework
units
Spiritual – research and development,
modelling, testing and evaluation,
environmental concerns
Moral & Social – health and safety, peer
assessment
Cultural – researching, using CAD/CAM
10
Tool box –
making unit
Moral & Social – health and safety, peer
assessment
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Respect of opinions and diversity – when designing
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Respect of opinions and diversity – when designing
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
9
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Respect of opinions and diversity – when designing
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
Respect of opinions and diversity – when designing
Democracy – making decisions as a team
Self-assessment
Individual Liberty – health and safety
The rule of law – positive feedback / help and
support
Mutual respect – working as a team – peer support
BRITISH VALUES IN ENGINEERING
Making decisions together
Democracy
-
Group discussions/assessment of each other’s and
of past work
Self-assessment – being objective about your own
work helps build self confidence
Helping each other be safe in the workshop
-
Freedom for all
Individual
Liberty
-
Investigating sustainability / people / community /
cultures when designing and making projects
Through positive teacher and peer comments / helping,
supporting and understanding each other’s differences
-
Understanding why rules are important
-
The Rule of Law
Using the full value contract in your books
Following the health and safety rules so that
no-one gets hurt
Respecting yourself and each other around machines
and equipment
Respecting each other
Mutual
Respect
-
When working as a group or in teams to complete a task
Supporting peers in the classroom and in the workshop
Understanding each other’s needs in a practical situation
We are all different
Tolerance and
Respect of opinions
and diversity
-
Understand and help your peers with their design and
their practical work
Respect their opinions when peer assessing, working in a
group or when working in teams to complete a task
BRITISH VALUES IN PRODUCT DESIGN
Making decisions together
Democracy
-
Group discussions/assessment of each other’s and
of past work
Self-assessment – being objective about your own
work helps build self confidence
Helping each other be safe in the workshop
-
Freedom for all
Individual
Liberty
-
Investigating sustainability / people / community /
cultures when designing and making projects
Through positive teacher and peer comments / helping,
supporting and understanding each other’s differences
-
Understanding why rules are important
-
The Rule of Law
Using the full value contract in your books
Following the health and safety rules so that
no-one gets hurt
Respecting yourself and each other around machines
and equipment
Respecting each other
Mutual
Respect
-
When working as a group or in teams to complete a task
Supporting peers in the classroom and in the workshop
Understanding each other’s needs in a practical situation
We are all different
Tolerance and
Respect of opinions
and diversity
-
Understand and help your peers with their design and
their practical work
Respect their opinions when peer assessing, working in a
group or when working in teams to complete a task
BRITISH VALUES IN PSYCHOLOGY
Democracy
Individual Liberty
The Rule of Law
We discuss different opinions about approaches and treatments
We are all entitled to our opinions, as long as we justify them.
We study behaviours such as conformity and obedience and
consider their importance in society and for the individual.
We adhere to British Psychological Society ethical guidelines, when
carrying out investigations.
We study behaviours that break the Law and how research can be
used to prevent this.
Mutual Respect
Tolerance and Respect
of opinions and diversity
We listen to, and respect, the views and opinions of others.
We respond appropriately to others views and opinions.
We study various mental health issues and how they impact on
individuals and society.
We consider historical treatment of individuals with mental health
issues.
SMSC ACROSS THE CURRICULUM - PSYCHOLOGY
KS5
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect
it addresses:
Spiritual, Moral,
Social, Cultural
13
Anomalistic
Psychology
Spiritual, Cultural
13
Aggression
Moral, Social
Cultural
13
Relationships
Moral, Social
Cultural
13
Gender
Moral, Social
Cultural
13
Schizophrenia
Moral, Social
Cultural
12
Social Influence
Moral, Social
Cultural
12
Attachment
Spiritual, Moral,
Social Cultural
12
Psychopathology
Spiritual, Moral,
Social Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual Respect,
Tolerance and respect of
opinions and diversity
Individual liberty, Mutual
Respect, Tolerance and respect
of opinions and diversity
Individual liberty, The Rule of
Law, Mutual Respect, Tolerance
and respect of opinions and
diversity
Individual liberty, Mutual
Respect, Tolerance and respect
of opinions and diversity
Individual liberty, Mutual
Respect, Tolerance and respect
of opinions and diversity
Individual liberty, The Rule of
Law, Mutual Respect, Tolerance
and respect of opinions and
diversity
Individual liberty, The Rule of
Law, Mutual Respect, Tolerance
and respect of opinions and
diversity
Individual liberty, Mutual
Respect, Tolerance and respect
of opinions and diversity
Individual liberty, The Rule of
Law, Mutual Respect, Tolerance
and respect of opinions and
diversity
SMSC ACROSS THE CURRICULUM - PSYCHOLOGY
KS4
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect
it addresses:
Spiritual, Moral,
Social, Cultural
10 & 11
Social Influence
Moral, Social,
Cultural
10 & 11
Development of
Personality
Moral, Social,
Cultural
10 & 11
Learning
10 & 11
Stereotyping,
prejudice &
discrimination
Moral, Social,
Cultural
Moral, Social,
Cultural
10 & 11
Non-verbal
communication
Moral, Social,
Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual Respect,
Tolerance and respect of
opinions and diversity
Democracy, Individual Liberty,
The Rule of Law, Mutual Respect,
Tolerance and respect of
opinions and diversity
Individual Liberty, Mutual
Respect, Tolerance and respect
of opinions and diversity
Mutual Respect, Tolerance and
respect of opinions and diversity
Democracy, Individual Liberty,
The Rule of Law, Mutual Respect,
Tolerance and respect of
opinions and diversity
Mutual Respect, Tolerance and
respect of opinions and diversity
BRITISH VALUES IN SOCIOLOGY
Democracy




Understanding the voting system
Exploring the ideological state apparatus
Discussing the role of the Repressive State Apparatus
Functionalist and Marxist views on the structure of
society
Individual Liberty




The Rule of Law
 Justice and social inequality
 Crime and Deviance and the role of the criminal justice
system
 The impact of changes in the law on gender and ethnicity
and social equality
Mutual Respect




Tolerance and Respect
of opinions and diversity
Our role on Society
The purpose of education
Freedom of expression
Social Mobility and meritocracy
What are British Values
Being part of a multi-cultural society
Understanding the processes of socialisation
Social cohesion
 Discussing a range of opinions
 The British class system compared to the caste system
and apartheid
 Our role in society
 Social Inequality and fairness
SMSC ACROSS THE CURRICULUM - SOCIOLOGY
"The fascination of Sociology lies in the fact that its perspective makes us see in a new light
the very world in which we have lived all our lives." Peter Berger
Year
group
GCSE
AS
A2
GCSE
AS
GCSE
AS
GCSE
A2
GCSE
GCSE
A2
Topic/curriculum area Brief
description of content
Studying Society
Research methods – linked to
issues in society
Socialisation
What is society
Social control
Social inequality
Families
What makes up a family
Domestic violence
Changing nature of childhood
Policies to improve family life
Education
Experiences under different
education systems
Issues affecting achievement
The role of government
The hidden curriculum
Crime and Deviance
What is crime and deviance
Causes of Crime and Deviance
Effect of material deprivation
How do we improve society
Social control
Social Inequality
Causes of inequality
Effect of poverty
Government attempts to
improve inequality
Age, class, gender and
inequality
Mass Media
What is the mass media
Moral panics
Ownership of the mass media
globalisation
Impact of mass media in
controlling our ideas
BV - which aspect it
addresses: Democracy,
Individual Liberty, The
Rule of Law, Mutual
Respect, Tolerance and
respect of opinions and
diversity
BV - which aspect it
addresses: Democracy,
Individual Liberty, The Rule
of Law, Mutual Respect,
Tolerance and respect of
opinions and diversity
Spiritual
Democracy
Moral/Cultural
Social
Moral
Moral
Rights
Mutual respect
Rule of Law
Respect
Moral/Cultural
Social
Moral
Moral
Tolerance
Rule of law
Respect of opinions
Diversity
Moral/Cultural
Democracy
Social/cultural
Moral
Moral
Understanding
Rule of law
Understanding/empathy
Moral/Cultural
Social
Moral
Moral
Moral
Empathy/tolerance
Rule of law
Respect
Caring/empathy
Rule of law
Moral/Cultural
Social/moral
Moral
Tolerance/Respect
Understanding/empathy
Democracy
Moral/spiritual
Understanding/empathy
Moral/Cultural
Social
Moral
Moral
Social/Moral/cultural
Tolerance
Respect of opinions
Democracy
Rule of law
Democracy
BRITISH VALUES IN FOOD
Democracy
Student negotiation and choice of practical tasks
Evaluate theirs and others products.
Offer opinions and views of others work
Promote self-confidence, self-awareness and independence in
working
Student feedback on issues, lessons
Individual Liberty
Make choices for practical activities of products, ingredients,
materials and techniques of manufacture
Practical products, coursework and classwork show consequences
of actions taken
Activities develop confidence and independent thought and action
Knowledge and understanding of other countries / culture
The Rule of Law
Mutual Respect
Tolerance and Respect
of opinions and diversity
Understanding and demonstrating why rules are important and the
consequences of not following rules
Practice following rules of the academy and the subject
Working together, cooperation, sharing in the production of
practical work
Respect others materials and ideas
Show consideration of others – verbally and practically
Working in groups
Consider in practical work other cultures and countries
We apply a quality audience to others
We investigate other cultures, customs and religions in food
Consider and seek out the views of others in the evaluation, and
development of own work
SMSC Technology -Food, Child Development and Health and Social Care
Year Group
Topic Covered
(lesson titles if more
appropriate)
SMSC - which aspect it
addresses:
Spiritual, Moral, Social, Cultural
BV - which aspect it addresses:
Democracy, Individual Liberty,
The Rule of Law, Mutual
Respect, Tolerance and respect
of opinions and diversity
Democracy, choice of practical’s
and individual ingredients,
individual food choice
Individual Liberty, independence
making decisions
The Rule of Law, - food hygiene
laws and regulations
Mutual Respect, - in practical
work – cooperation,
consideration and sharing
Tolerance and respect of
opinions and diversity -collecting
others opinions on practical work
and carrying out evaluations
7
Safety , Hygiene and
Equipment,
The Eat Well Plate –
starchy food, dairy
and fruit and
vegetables,
Meal Planning,
Spiritual, - Planning meals for
different groups of the population,
religions,
Moral, - use of ingredients for
vegetarians, animal welfare,
protecting the environment,
healthy eating
Social, - planning meals, food
choice different individual needs
and social settings and groups
Cultural – planning meals for
different cultures
8
Diet and Health,
Energy Needs,
Nutrition,
School Lunches,
Menu Planning
Spiritual, - Planning meals for
different groups of the population,
religions, food choice
Moral, - choice of foods- making
decisions organic, fair-trade,
vegetarian, healthy eating etc
Social, - planning meals, food
choice different individual needs
and social settings and groups ,
school lunches
Cultural – planning meals for
different cultures
Democracy, choice of practical’s
and individual ingredients,
individual food choice
Individual Liberty, independence
making decisions
The Rule of Law, - Regulations
governing school lunches
Mutual Respect, - in practical
work – cooperation,
consideration and sharing
Tolerance and respect of
opinions and diversity -collecting
others opinions on practical work
and carrying out evaluations
9
Safety and Hygiene,
Diet, health and
nutrition,
Special diets,
Food labelling,
Menu planning –
chilled meals
Spiritual, - Planning meals for
different groups of the population,
religions, food choice, special
diets
Moral, - choice of foods- making
decisions from food labels and
packaging organic, fair-trade,
vegetarian, healthy eating etc
Social, - planning meals, food
choice different individual needs
Democracy, choice of practical’s
and individual ingredients,
individual food choice and
choice of products
Individual Liberty, independence
making decisions
The Rule of Law, - Regulations
governing food hygiene EHO,
Food laws, food labelling
regulations and laws
and social settings and groups ,
chilled foods – occasions and
uses, convenience foods,
lifestyles
Cultural – planning meals for
different cultures, special diets,
nutritional needs
Mutual Respect, - in practical
work – cooperation,
consideration and sharing
Tolerance and respect of
opinions and diversity -collecting
others opinions on practical work
and carrying out evaluations
Safety and Hygiene,
Nutrition,
Social, Moral,
Environmental and
Health Issues related
to food
Food labelling,
Menu planning,
Cake, Pastry, Bread
and Sauce Making,
Functions of
Ingredients
The Design Process,
- research, design,
planning, making,
testing and
evaluation,
Spiritual, - Planning meals for
different groups of the population,
religions, food choice, special
diets
Moral, - choice of foods- making
decisions from food labels and
packaging, Choice of organic,
fair-trade, vegetarian, healthy
eating environmentally friendly
ingredients ethical food choice
etc
Social, - planning meals, food
choice different individual needs
and social settings and groups , –
occasions and uses, convenience
foods, lifestyles
Cultural – planning meals for
different cultures, special diets,
nutritional needs
Democracy, choice of practical’s
and individual ingredients,
individual food choice and
choice of products
Individual Liberty, independence
making decisions
The Rule of Law, - Regulations
governing food hygiene EHO,
Food laws, food labelling
regulations and laws
Mutual Respect, - in practical
work – cooperation,
consideration and sharing
Tolerance and respect of
opinions and diversity -collecting
others opinions on practical work
and carrying out evaluations
GCSE Child Family,
Development conception,
pregnancy,
birth,
ante natal and post
natal care,
contraception,
immunisations,
safety,
play,
developmental
norms,
areas of development
– physical,
intellectual, emotional
and social,
child care provisions,
feeding,
Spiritual, - family structures,
Moral, - traditions, methods of
contraception, family planning,
raising children – discipline,
types of family, immunisations,
safety, feeding
Social, - Social skills, and
developmental milestones, family
planning
Cultural – views on families and
childcare
Democracy, choices made in
relation to raising children –
schooling, diet, morals,
individual choice
Individual Liberty, making
decisions
The Rule of Law, - Regulations
for child care, safety of toys,
Child protection family law –
parental responsibility
Mutual Respect, - in practical
work – cooperation,
consideration and sharing
Tolerance and respect of
opinions and diversity carrying
out evaluations
GCSE Food
BTEC Health
and Social
Care
Unit 1 Human
Lifespan
Development –
growth and physical,
intellectual, emotional
and social
development, factors
affecting growth and
development –
economic,
psychological,
physical,
environmental, and
support available.
Unit 2 Health and
Social Care Values –
current practice in
health and social
care, safeguarding,
dignity,
confidentiality,
respect, empowering
individuals, Unit 5
Social Influences in
Health and Social
Care - the
socialisation process,
relationships and
factors affecting.
Unit 6 The impact of
nutrition on Health
and well being effects of balanced
unbalanced diets,
nutritional needs of
individuals
SMSC Spiritual, - family structures,
individual development factors
affecting development
Moral, - drug abuse, alcohol
intake, smoking, confidentiality
Social, - Social skills and
development across the life
stages empowering, self
confident and self esteem,
dignity, stress etc
Cultural – views on families,
medical needs and practice in
Health and Social Care – racism,
prejudice, labelling etc
Democracy, choices made in
relation to life, NHS, Patients
rights,
Individual Liberty, making
decisions
The Rule of Law, - Current
practices in HSC - safeguarding,
abuse, social care rights,
confidentiality
Mutual Respect, - cooperation,
consideration and sharing
working conditions in Health and
Social Care
Tolerance and respect of
opinions and diversity - Within
Health and Social Care religion, ethnicity, belief,
customs, traditions