Queen Elizabeth High School – SMSC, PSHE, Citizenship and British Values Report 2016-17
Subject Key:English French Maths Science Food Design Technology Art Performing Arts PE History Geography
Ethics, Philosophy, Religion ICT Assembly and Other Events
Main themes & some key concepts / SocialSocial skills in different contexts, working and socialising with pupils from different backgrounds (religious, ethnic, socio-economic), willingness to participate, cooperation, working with others, resolving conflicts, interest in the function of communities and society. / Moral
Difference between right and wrong, consequences of actions, interest in investigating and offering views on moral and ethical issues. / Spiritual
Beliefs (religious or otherwise), respect for feelings and values of others, sense of enjoyment or fascination learning about selves or world around them, imagination and creativity, reflection. / Cultural
Understanding and appreciation of cultural influences (including own heritage), participation and response to cultural opportunities (artistic, musical, sporting, mathematical, technological, scientific). / Democracy
Different types of government, political ideologies and voting systems, influence of citizens on decision making through democracy. / Rule of Law
The separation of power between the government, parliament and the courts, how laws protect and promote the well-being and safety of citizens, link between rights and responsibilities and how human rights protect individuals. / Individual Liberty
Freedom of choice and speech, to understand freedom to choose and hold different faiths (protected by law), look at the values which underpin religious and non-religious groups. / Mutual Respect
Understand the value of diversity, challenge discrimination.
7 / Giving support to each other during peer assessment & review work
Group work during drama activities, this demonstrated cooperation.
Understanding cultural differences between France and Britain.
Giving support to each other during lessons if stuck
Working in groups when problem solving, bouncing ideas off each other, listening to peers when they are explaining answers in class.
Various group work and problem solving skills such as investigations and experiments.
Klimt project – students working in groups.
Participating in group discussion and understanding the need to listen and respect the views of others.
Sports captains programme provides students with lots of opportunities to work with and lead others.
Student led warm ups and skill practices, as well as student officiators are embedded within all lessons.
Discussion work happens in all lessons around the key question they are examining, either in groups or pairs which is then fed back to whole group. This involves students discussing and giving/listening to opinions with others from different backgrounds.
Communicating with others in the group.
Claimants to the throne in 1066.
Change and Continuity line – discussion on impact of Black Death.
Mapping – group tasks
Settlement – group tasks
Rivers – group tasks
Shopping Enquiry/Fieldwork – group data collection.
Our world project
Creating communities for all.
Giving support to each other during review work
Group design where each group coming up with concepts for programming, this showed cooperation. / Discussing the importance of honest verbal feedback and making sure views are not derogatory.
Class teachers have high expectation of students and if their conduct in lessons is not as expected they accept the consequences of their actions, through the sanctions set.
Discuss the issues related to organ transplants and medical research.
Types of wood product, where these are grown and impacts of transport and manufacture.
Looking at work of Kollwitz and Moore (the effect of war and government on artists). Discussion about protest and persecution in art.
Drama students have been developing their trust skills e.g. relying on being guided whilst blindfolded.
In every lesson students will have to abide by rules, regulations and sportsmanship
(shaking hands after matches, applauding the opposition, fair play).
Infringements such as penalties and red cards also allow students to understand the consequences of your actions.
Promoting self-discipline to excel. The only way you will achieve in sport to a high standard is if you work hard and can discipline yourself to train and apply yourself.
Discussion during Feudal System and village life key studies surrounding treatment of different social groups in society and how they were restricted – examine sources from manorial courts on how people were dealt with.
Settlement – housing crisis debate
Flooding – flood protection debate
Shopping Enquiry/Fieldwork – weighing up evidence about the pros and cons of building a fast food restaurant.
Discussing the importance of honest verbal feedback and making sure views are not derogatory. / Own imagination used to analyse and form personal opinions on a range of poetry, plays and novels.
Reflection used on a regular basis in class during DIRT time (Dedicated Improvement & Reflection) time.
Consider different views of specific religious groups related to medical procedures and research.
All pupils will be given the opportunity to reflect on their own experiences by evaluating practical tasks they have carried out.
All pupils use their imagination and creativity in designing and adapting food dishes.
During the range of activities that students participate in the students develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. Students are consistently encouraged to use their imagination and creativity in their learning, and showcase a willingness to reflect on their experiences – which forms a vital aspect of the design process.
Klimt project – students looking at the inspiration of nature and celebration of life in some of his work.
Studying Gamelan music from Indonesia.
KS3 Dance will allow you to be creative in your sequences and choreography
Within lessons you will be asked to
Create development activities to help
others improve
In every block of work we want you to recognise the developments you have made and compare your personal games or activities/experiences to others in the
group or to examples of activities we might show you.
We will also consider the role of religious authority and how the powers of the Church and state co-existed.
Settlement
Rivers.
Intro to EPR.
Own imagination used to create a unique programme which could be linked to their own ideas.
Use of Off and on to explain how computers communicate and produce problem solving elements around it. / Study of poetry from the English National Heritage, looking at cultural changes and the impact on British society.
Understanding of traditions and customs in Francophone countries.
Topic of home area- Differences in shops and other public places in France and in Britain.
Consider some history within science such as the ideas and inventions of specific scientists.
Links are made to real life situations which reflect the community and culture that the student’s live in.
Looking at the work of modern artists such as Van Gogh and Klimt.
Studying Gamelan music from Indonesia
Through dance – expression of different cultures through dance (male and female)
Monthly sports events (inter-house competitions and charity events) – students signing themselves up for new activities.
Learning about different countries during major sporting events (i.e. World cups, Olympics).
Cross curricular days – ThinusDelport Sports Science day.
We investigate what England was like in 1066 looking at culture and resources and considering whether or not England was worth invading in 1066 and why. We look at the factors that would encourage an invasion.
We examine the impact of the Norman Conquest on all aspects of life compared to Saxon Britain.
Looking at British inventions that have improved people’s lives in this country and abroad.
Use of Binary and how with the use of computers how computers can communicate and the importance of this understanding. / Study of William Blake’s poetry in particular his desire for social change and revolt against government in the 18th century.
French Election 2017 – mini French election following the rounds and comparing with Britain.
Bastille day- Creation of L’Assemblé National and the Declaration of man.
Consider some decision making processes such as the selection and use of specific energy sources.
Looking at work of Kollwitz and Moore (the effect of war and government on artists).
Voting/nominating sports captains.
Opportunity to make decisions as a class over activities (especially in KS4 core PE lessons).
In Year 7 we look at the origins of the British State. We look at the very first public institutions in England under Anglo-Saxon Rule.
We then look at the Government and organisational changes under William the Conqueror. Pupils learn about how he re organised public institutions, taxations and laws (Domesday Book, Feudal System and so forth).
Pupils will touch upon the first moves towards Parliamentary Democracy and limits upon the power of the Monarch. Magna Carta.
Peasants Revolt is examined and discussed regarding the Poll Tax.
Settlement – growth of UK cities.
Use of Spiral to vote and decide on specific activities and the level to work to. / Within study of the novel, how conscientious objectors were treated and court martialled during WW1.
Students understand it their right to receive an education we try to encourage students to take responsibility for their own learning.
Consideration of law related to environment and human rights.
Health & Safety at work and how this act (laws) protect workers – which, in the school setting, means pupils as they work in the workshop.
Looking at work of Kollwitz and Moore – should artists break the law?
In every lesson students will have to abide by rules, regulations and sportsmanship
(shaking hands after matches, applauding the opposition, fair play).
Infringements such as penalties and red cards also allow students to understand the consequences of your actions.
Students also consider the social system during the Middle Ages and the concept of Constitutional rights and duties (Magna Carta).
We will also consider the role of religious authority and how the powers of the Church and state co-existed. Peasants Revolt – Statute of Labourers discussed.
Enquiry/Fieldwork – decision making through democracy.
Within safety topics clearly identifying how to stay secure online. / Freedom in lessons to argue and support pupils’ ideas and quality of work.
Looking at different systems and values of beliefs throughout our study of a range of poems.
Being able to communicate what you are thinking into another language.
Freedom in lessons to argue and support pupil’s ideas and quality of work listening to peers when they are speaking.
Consider different views of specific religious groups related to science, medicine and an individual’s right to choose.
Freedom of speech in terms of creativity.
All students are encouraged through performing arts to develop their creativity and freedom through interpreting performances
Choice of activities in lessons.
Choosing groups to work in.
Deciding how to make activities easier/harder.
Respecting other student’s beliefs, decisions etc in games (including the decisions of the officials).
We will also consider the role of religious authority and how the powers of the Church and state co-existed. Similarly impact of Black Death on Liberty to compare to life for Villeins previously and then Peasants Revolt and its aims.
Our world looks at how we can ensure British values underpin our communities, allowing for cultural differences and faiths.
Freedom in lessons to argue and support pupils ideas and quality of work. / Within all lessons pupils given the opportunity to put across own opinion without discrimination or worry.
Comparison of festivals celebrated in Francophone countries and in Britain.
Comparison of language and culture and being open to others beliefs.
Within all lessons pupils given the opportunity to put across own opinion without discrimination or worry
Listening to peers when they are explaining answers in class.
Pupils in all key stages build on their confidence and knowledge to prepare and cook a variety of foods.
Klimt project – students working in groups.
Students encouraged to respect the work of all artists and the methods used to create it as well as give reasoned responses as to whether they like or dislike it.
Showing respect for all involved in sport (teammates, opposition, officials, coaches).
Challenging discrimination by others within sport.
This is considered when we examine the Crusades.
Within all lessons pupils given the opportunity to put across own opinion without discrimination or worry.
8 / Discussion around conflict and speaking to different people from different backgrounds.
Communicating with others in the group.
Topic of school- France is a secular country and EPR has not got the same coverage in France compared with Britain. Religious symbols are banned from state education schools in France.
Giving support to each other during lessons if stuck
Working in groups when problem solving, bouncing ideas off each other
Listening to peers when they are explaining answers in class Eg ‘Investigating rules of divisibility’ students worked together in small groups to derive the rules.
Various group work and problem solving skills such as investigations and experiments.
Participating in group discussion and understanding the need to listen and respect the views of others.
Year 8 Drama students have been collaborating with Whitegates nursing home. A resident called Maureen has been coming in to overlook work focussing on physical theatre.
Sports captains programme provides students with lots of opportunities to work with and lead others.
Student led warm ups and skill practices, as well as student officiators are embedded within all lessons.
Discussion work happens in all lessons around the key question they are examining, either in groups or pairs which is then fed back to whole group. This involves students discussing and giving/listening to opinions with others from different backgrounds.
Communicating with others in the group
Balloon Debate – Monarchs in their Place.
Plate Tectonics – group tasks
Coasts - Group tasks
Weather and Climate – group tasks
Ecosystems – group tasks
USA & China – group tasks
Discussion around conflict and speaking to different people from different backgrounds.
Communicating with others in the group. / Class discussions on the morality of wildlife conservation in Nature & Poetry programme of study.
Class teachers have high expectation of students and if their conduct in lessons is not as expected they accept the consequences of their actions, through the sanctions set.
Awareness of Fair Trade and other ‘marks’ which ensure ethical sourcing of materials.
Illustration project (stories often contain a moral).
In every lesson students will have to abide by rules, regulations and sportsmanship
(shaking hands after matches, applauding the opposition, fair play).
Infringements such as penalties and red cards also allow students to understand the consequences of your actions.
Promoting self-discipline to excel. The only way you will achieve in sport to a high standard is if you work hard and can discipline yourself to train and apply yourself.
Pupils examine complex social and moral issues such as Slavery.
The Slave Trade is discussed and various areas such as Triangular Trade are debated regarding their moral validity…Abolition of slavery is also examined.
Pupils examine different interpretations on life on a plantation was for Slaves and investigates the evidence for how the slaves lived.
We also discuss working conditions and treatment of children working in the mills and mines during the Industrial Revolution.
Plate Tectonics – international aid
Coasts – debate about coastal protection scheme
USA & China – morality of international trade.
Within politics how people can pick out fake news and acquire what is factually correct. / Exploration of others’ beliefs and values, writing own poetry.
Introducing France as a secular country and comparing with Britain (No EPR lessons, it is learnt in PSHE time).
All pupils will be given the opportunity to reflect on their own experiences by evaluating practical tasks they have carried out.
All pupils use their imagination and creativity in designing and adapting food dishes.
During the range of activities that students participate in the students develop a sense of enjoyment and fascination in learning about themselves, others and the world around them. Students are consistently encouraged to use their imagination and creativity in their learning, and showcase a willingness to reflect on their experiences – which forms a vital aspect of the design process.
Looking at the work of Surrealists and how they twisted reality. As well as discussing the idea of the subconscious.
Exploring the illustration and silhouette work of Pienkowski and Walker.
KS3 Dance will allow you to be creative in your sequences and choreography
Within lessons you will be asked to