Spiritual, Moral, Cultural and Social Provision at Lantern Lane – Guidance for planning SMCS development across the curriculum

Science / History / PE / Geography / Computing / DT / PSHE / RE / Music / Art / French
Spiritual / Understand our relationship with the world around us.
Sense of awe and wonder at natural world. / Artefacts give a sense of the past – who made it, what was their life like?
Sense of curiosity – how and why did things happen? / Express feelings and emotions through gymnastics and dance
Awe and wonder when watching elite athletes.
Understanding of own body and its capabilities. / Promote a sense of awe and wonder human and physical world.
Stewardship of natural world.
Understanding of how life on Earth is linked together. / Sense of wonder at power of technology to connect people and communicate.
Being part of something larger. / Imagination, inspiration, problem solving and risk taking.
Sense of awe and wonder at natural world and human achievement.
Encouraging creativity – why? How? / Reflecting on self and developing own sense of identity -
what makes us an individual and in what way do we belong to different groups? / Reflecting on own beliefs
Expressing beliefs and emotions through art, drama, and writing. Reflecting on what makes us special and what we value.
Awe and wonder at natural world. / Experience the emotional impact of listening to and composing music and taking part in a performance.
Respond to emotions/awe, beauty, wonder expressed through music. / Experience awe at achievement of great artists.
Admiration of own and peers’ work.
Express themselves through range of media. / Experience excitement of communicating in another language.
Moral / Being open-minded and critical.
Question the world around us.
How does Science and technology make our lives better (or worse!)? / How can individuals make a difference for good or bad?
Identifying with dilemmas faced by people in past.
Explore why people did things we would consider wrong now (racial/sex discrimination etc.) / Discussion of healthy lifestyle choices.
Right and wrong, fair play / Issues of poverty, fairness and global injustice.
When and how should places change?
Where do our resources come from? / How should we behave online?
What do we do if we feel unsafe?
How should we treat others in a virtual world? / How does technology make our lives better (or worse!)?
Valuing the environment and resources. / Develop understanding of right and wrong, fair and unfair.
Develop decision making skills and managing risk.
Listen to beliefs and opinions of other and respect their views.
Why do we have rules and what happens if you break rules? / How do our beliefs shape what we think is right and wrong?
How do we/others make decisions? / Fair, honest evaluation of work. / Respect for work of others.
Evaluating and improving with honesty. / Learning different ways to understand others.
Science / History / PE / Geography / Computing / DT / PSHE / RE / Music / Art / French
Cultural / Explore and celebrate developments from different cultures and from past and present.
Learn about scientists who have shaped our understanding of the world. / Study, understand and empathise with people from different cultural backgrounds. / Explore and learn dances and games from different cultures. / What is it like to live in different parts of the world? What are the similarities and differences between cultures? / Connecting and communicating with people from different cultures and backgrounds. / How have different cultures contributed to technological developments? / Learn about different communities and celebrate diversity.
What communities do I belong to and how do I contribute to them?
What can we do to help others (volunteering, charity?) / Learning about and respecting the beliefs of others within local area, with UK and worldwide.
Tolerance and respect for values and beliefs of others.
Art, music, festivals from other cultures / Musical traditions from different parts of the world and different communities.
Learn about famous composers and musicians.
Take part in performances / Celebrating artistic traditions from around the world and through time in a range of media.
Learning about great artists from around the world and through history. / What is life like in France? Where else in the world is French spoken? How is French culture different or similar to ours? Food, festivals, art, music.
Social / Working collaboratively, sharing data and results. / Social issues – rich/poor etc.
Similarities and difference between past and present ways of life.
How have our British values developed?
How has British democracy developed? / Working in teams – communication and leadership skills.
Take part in inter-school competitions mixing with pupils from other schools/backgrounds. / Social issues – rich/poor, fair/unfair.
Working with others.
Environmental issues / How does social media improve our lives and what are the problems/ difficulties?
Working collaboratively. / Encouraging equality of gender opportunities.
Working in teams and sharing equipment. / Developing and appreciating supportive friendship and dealing with conflicts. Working collaboratively.
Debating and public speaking skills. / Working collaboratively, speaking and listening skills, getting on with others with different beliefs. / Work collaboratively.
Improve and practice – resilience.
Enjoy being part of a group performance. / Working in pairs and groups.
Sharing resources. / Communicating with others, working in pairs, small groups.
Communication and listening skills.

Explicit link to British Values

BT March 2015