SMSC in St Mary Magdalene Academy Humanities Faculty

SMSC in St Mary Magdalene Academy Humanities Faculty

The Humanities faculty at St. Mary Magdalene Academy consists of Business Studies and Economics, Geography, History, Religious Studies, Sociology, Philosophy, and Psychology. Due to the nature of the humanities disciplines spiritual, moral, social and cultural education runs through nearly everything we do.

Geography

Spiritualeducation in Geography inspires awe and wonder of the world: both at the physical and human features. It also inspires wonder of the natural environment such as rivers, mountains, earthquakes, and the effect of other national disasters. It also includes the impact that the environment and natural world has on people’s everyday life.

Moraleducation in Geography provides opportunities for pupils to recognise that development takes place within a global context and that local decisions affect and are affected by decisions and processes in other countries for example transnational corporations. Issues of justice, fairness and democracy are central and can be debated in terms of pupils’ own experiences as well as using geographical issues as contexts.

Socialeducationat Geography involves the study of real people in different societies. Pupils look at different examples on a range of scales going from the local to the distant.

Culturaleducation in Geography involves the study of real people in real places in the present. It provides opportunities for multi-cultural education through recognising commonalities and differences. It also encourages pupils to reflect on their own personal reality of sense of space.

Examples of Spiritual, Moral, Social and Cultural Education inGeographyinclude:

·  Pupils learning the power of the Earth’s forces, in Year 7 pupils look at the impacts of the Haiti earthquake in 2010 and the Fukishima earthquake in 2012.

·  Pupils understanding and debating the conflicting values of tourism, in GCSE geography pupils debate the positive economic benefits brought by tourism and whether they outweigh the negative environmental benefits.

·  Pupils discussing the consequences of globalisation and its impacts on workers and their possible exploitation. In A2Ggeography pupils look at the positive and negative benefits brought about by NIKE as a TNC.

·  Pupils discussing the changing urban environments as well as discussing people in the decision making process; for example in GCSE geography pupils examine strategies to promote multicultural communities.

·  Pupils becoming aware of the social problems of rural decline, in AS Geography pupils look at the impact of rural to urban migration and the changes occurring in the Isle of Purbeck.

History

Spiritualeducation in History involves the mystery of how and why events in the past happened and their many causes, and helping pupils to a realisation that events did not have to happen that way, they could have taken other directions. It also involves realising the incredible significance that some individuals have had in the past, the distortions that can take place through time and the multitude of different interpretations that can be made about one single event. History allows pupils to see the similarities between people now and in the past and sometimes through sources and artefacts we feel that we can almost reach and touch them.

Moraleducation in History involves pupils being encouraged to comment on moral questions and dilemmas. History is a story of right and wrong and pupils develop the ability to empathise with the decisions which ordinary people made at the time, based on their historical situation.

Socialeducation in History encourages pupils to think about what past societies have contributed to our culture today. Pupils own social development is encouraged through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate better.

Culturaleducation involves pupils developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Examples of Spiritual, Moral, Social and Cultural Education inHistoryinclude:

·  Pupils being given the opportunity to explore the beliefs and values from past societies and from a range of different countries. They are then able to use this information to compare and contrast with their own values and beliefs and also those of Modern Britain

·  Pupils questioning the moral codes of different societies

·  Students exploring why men joined the army in 1914 and the issues of right and wrong in fighting for your country

·  Pupils exploring the treatment and persecution of minorities in Hitler’s Germany

Religious Studies

Spiritualeducation in RS involves the experience and search for meaning, the purpose in life and the values by which we live. In learning about different religions and why people believe, pupils should have the opportunity to learn from their experiences, to reflect on and interpret spirituality and their own lives and discuss and reflect on ultimate questions.

Moraleducation in RS allows pupils to learn about shared and differing moral values. RS allows pupils to debate moral dilemmas about right and wrong, good and bad, peace etc. RS allows pupils to discuss issues such as people’s responsibility towards the world and future generations. Through RS pupils have the opportunity to make a personal response to right and wrong and to consider other peoples’ responses to moral issues.

Socialeducation in RS involves exploring similarities and differences in religions and cultures through which pupils should begin to link religion to personal action in everyday life. This is reflected in their relations with others in the classroom and their ability to work together co-operatively.

Culturaleducation in RS involves learning about other religions, giving pupils an opportunity to learn what it means to belong, to develop confidence in themselves and be able to respond positively to similarities and differences in our multi-faith and changing society.

Examples of Spiritual, Moral, Social and Cultural Education inReligious Studiesinclude:

·  Pupils being given the opportunity to explore the beliefs and values from a range of different religions and cultures and learning about shared and differing views and beliefs

·  Pupils exploring beliefs and values on key moral and ethical issues from different perspectives e.g. euthanasia, abortion, life after death, why we are here and science vs religion

·  Pupils exploring and examining a range of different religions and cultures, giving them opportunity to develop an understanding of multiculturalism, diversity and respect for others

·  Students becoming aware of the positive impact in society of different religions through knowledge of how religion can affect daily life and moral decisions made by religious people

·  Students examining a unit on multi-culturalism and multi-faith society and how this links into the nature of freedom, liberty and democracy

·  Students being given the opportunity to explore different artistic images and literature sources from religious and cultural perspectives

·  Students examining aspects of religious architecture, religious paintings and religious symbols and their meanings

Business Studies

Spiritualdevelopment within Business Studies involves students considering the impact that various businesses, both locally and nationally, will have upon their local areas and communities. Students are encouraged to explore sexism, racism and discrimination in the workplace through the discussion of employment laws. Students are encouraged to express their own opinion and explore different examples. Students also explore their own feelings and meaning and reflect upon topics such as ethics. Students are encouraged to explore these concepts and challenge the actions that businesses should take. This also helps to develop student’s empathy and compassion skills and allows them to take into consideration other people aims, values, principles and beliefs.

Moraldevelopment within Business Studies involves students being required to evaluate, comment upon and discuss various moral issues relating to business practices. They will do this through the use of observations, gathering of information and studying given case studies to support this. Students are given the opportunity to consider a variety of information relating to real life business scenarios in order to make valid judgements. Students spend a large proportion of the course investigating the impact of a business’s action upon society and the local community in which they operate. For example, students consider the political, social, environmental and technological issues arising as a result of a business decision. Students also draw upon their own knowledge to distinguish between what is ‘right and wrong’.

Socialdevelopment within Business Studies involves students being encouraged to develop their team working skills through collaborative work and research. The students also explore the concept of teams and the roles that individuals have to play and how this can impact a business. Throughout the curriculum, students are given the opportunity to exercise their leadership skills. Students often work collaboratively to understand new concepts and share information researched, thus giving the students responsibility over their work.

Culturaldevelopment within Business Studies involves students being given the chance to see how the functions of a business operate. Students look at the changes within society and how they may impact on businesses. In year 11 students look at the topic of the EU and how this impacts upon business trade. Students are encouraged to explore the wealth of different countries and how developed they are. Students also have the opportunity to look at how organisations work by visiting businesses and carrying out a research project for their controlled assessment. Students benefit from visits to school by business people, to enhance their knowledge and skills.

Examples of Spiritual, Moral, Social and Cultural Education inBusiness Studiesinclude:

·  Pupils considering the impact that various businesses both local and national will have upon their local areas and communities

·  Pupils looking at the impact that businesses have upon the different stakeholders who have an interest in the way that a business operates

·  Pupils investigating business ethics and considering the ethical boundaries in which businesses must operate within

·  Pupils looking at the cultural differences between different customer groups which businesses may be targeting their products/services towards and how these differences will impact upon sales

·  Pupils looking at the issues of unemployment and economic factors relating to businesses, and thinking about how these external factors will have an impact upon society

·  Pupils considering the costs and benefits to society and the wider community as a result of business decisions

Psychology

Spiritualdevelopment within Psychology involves students being encouraged to question their actions and to understand where they come from. Students examine biological, social and cognitive explanations of behaviour and explore free-will vs. determinism. Students are encouraged to question the credibility of scientific explanations and to understand their implications. Throughout the course students explore their own emotions, personality, and behaviour and are encouraged to empathize and understand the behaviour of others. Students consider ethical considerations behind scientific research and explore how Psychological research can benefit society.

In Psychology students describe and evaluate theories of Moral Development. Students understand how morals develop in young children and can critically analyse different approaches. Students study the influence of role models and are encouraged to reflect upon the impact of upbringing on their moral development. Students understand that moral development is multifaceted, and can explain why some individuals display different morals to themselves. Students explore the moral arguments behind animal experimentation and can identify the issues faced by researchers when undertaking animal research.

The Psychology course helps students to develop an in depth understanding of their own Social Development and the development of others. Students can describe and evaluate theories of social development and understand how their social behaviour is linked to early life experience. In class students work collaboratively and are encouraged to discuss their ideas with others. High quality critical analysis is produced through whole class debate, differentiated group work and student presentations.

The Psychology course is cross-cultural and allows students to look at their behaviour from a ‘whole world’ perspective. Students explore how biological, social, cognitive, human relationships, human development and health are impacted by Culture Development. Students develop an in depth understanding of how their cultural background influences their attitudes, beliefs and behaviour and understand the implications of these arguments. Students critically evaluate research from a cultural perspective and understand explore the concepts of ethnocentrism and etic vs. emic approaches. Class discussion explores how culture can impact behaviour and helps students to adopt empathy, understanding and tolerance for the actions of others.

Examples of Spiritual, Moral, Social and Cultural Education inPsychologyinclude:

·  Class debate on ‘To what extent is violence genetically determined’, which allows students to explore the moral and philosophical arguments behind biological explanations for behaviour.

·  Class presentations on ‘Sociocultural Explanations for Violence’ (E.g. Social Learning Theory), encourage students to explore why some individuals lack morals and can commit horrific acts from a sociocultural perspective.

·  Class experiments on controversial issues such as ‘altruism’, allow students to explore the justification behind their actions, thus increasing their empathy with others.

·  Class activity on ‘How does Culture Impact a Cognitive Process’, pupils research, describe and evaluate cross-cultural research into ‘Flash-bulb memories’ and understand the implications of this argument.

Sociology

Sociology promotes students Spiritual development and understanding by:

·  Helping students develop self-knowledge including an awareness and understanding of their own beliefs, values and emotions.

·  Developing a sense of empathy with others and understanding that human feelings and emotions affect people in different ways.

·  Encouraging students to reflect e.g. through self-evaluation and target setting.

·  Allowing students to express how they feel about a topic, piece of research, contemporary issue.

·  Developing a respect for others beliefs, emotions and feelings.

Sociology promotes students’ Social Development and understanding by:

·  Encouraging students to relate positively to one another and work effectively through collaborative learning tasks including group work, discussions, class presentations, sharing findings from research. These tasks develop inter-personal skills and encourage students to work cooperatively whilst sharing their views and opinions.

·  Creating opportunities for students to take responsibility for their own learning which helps to develop enquiring minds e.g. through independent learning and extended reading tasks.