Stoke Primary School

SMSC across the curriculum

(Spriritual, Moral, Social and Cultural)

English

- Responding to literature eg.  “How would you feel if you were a character in the story?”

- Appreciating the beauty of language eg. through poetry.

- Appreciating how people felt in real life events which are studied in English.

- Opportunities for creative writing.

- Opportunities for personal reflections through the writing of diaries and recounts.

- Considering different perspectives eg. debating / writing about right and wrong through the topics of Robin Hood, WWII etc.

- Exploring stimuli for thinking about the consequences of right or wrong behaviour eg, through the topic of Pirates.

- Completing work around traditional tales and stories which deal with right and wrong.

- Taking different roles in group discussions and learning how to negotiate and agree to differ.

- Writing invitations.

- Communicating with others in different ways.

- Participating in group / paired tasks such as role plays and presentations.

- Share texts from around the world – about different cultures / in different languages.

- Look at recipes for traditional meals from around the world.

- Studying and writing reports about different countries.

Maths

- Sense of achievement in solving problems.

- Appreciating the wonder when researching patterns which appear in nature such as the symmetry of snowflake patterns or the stripes of a tiger.

- Delving deeper into how Maths relates to the world around them.

- Discussing money choices – spending and saving.

- Looking at fractions and considering unequal shares / fairness

- Participating in My Money Week.

- Appreciating and understanding the value of money.

- Completing investigations / open ended tasks which allow children to work together.

- Using mathematical language to discuss similarities and differences between people eg. tall / short.

- Accepting outcomes from games / competition – win or lose.

- Respecting resources.

- Learning about number systems such as Roman numerals / the Arabic number system.

- Exploring how mathematical language is universal and used across the world.

- Learning about the tessellation of shapes to form cultural patterns etc.

Science

- Looking at the process of growing and changing.

- Creating opportunities for children to ask questions which Science cannot always answer.

- Learning about ourselves.

- Reflecting on the living world (living things and habitats).

- Wondering at outcomes of investigation.

- Appreciating that, in order to investigate fairly, commitment and honest observation are crucial.

- Considering the ethical implications of environmental problems e.g. pollution, destruction of rainforests, etc.

- Taking responsibility for your own and other’s safety when completing practical work.

- Learning about personal hygiene and staying healthy.

- Caring for plants and animals.

- Respecting / listening to each other when completing tasks on Science starter cards.

- Working together when carrying out investigations.

- Taking on board different viewpoints when talking about theories.

- Sharing ideas and results.

- Being aware of how we need to care for the world in which we live.

- Asking questions about the

way in which scientific

discoveries from around the

world have affected our lives.

Computing

- Using technology to amaze and inspire.

- Wondering at the power of the digital age eg.  use of internet etc.

- Learning how to keep safe online.

- Exploring the moral issues around the use of data.

- Learning about the consequences of misusing data and the internet.

- Discussing the impact of ICT on the ways people communicate.

- Having digital links with other schools and communities.

- Using blogging as a way of sharing information / communicating.

- Gathering information to support ideas and debates.

- Communicating with other people in different ways.

- Looking after and caring for ICT equipment.

- Exploring human

achievements and creativity in

relation to worldwide

communications.

PE

- Using dance/movement as an expression of belief and use in religions.

- Being aware of one’s own

strengths and limitations.

- Being aware of how winning / losing can affect our feelings.

- Discussing fair play and the

value of team work.

- Developing qualities of self discipline, commitment and perseverance.

- Accepting loss and the importance of losing.

- Understanding the consequences of actions.

- Developing a sense of belonging and self esteem through team work.

- Developing a sense of

community identity through

taking part in inter school

events.

- Learning how to umpire and lead sports fairly.

- Caring for PE resources.

- Picking teams and captains.

- Respecting a referees decision.

- Learning about the history of sport, and where they originate from.

- Exploring rituals surrounding

sporting activities.

- Exploring why different sports are played in different countries / by different cultures.

RE

- Looking at religious beliefs and ideas expressed through the arts.

- Reflecting on spiritual ideas, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness.

- Appreciating how religion has changed.

- Participating in prayer.

- Wondering at religious icons.

- Using Biblical and other religious stories to teach moral codes of conduct.

- Learning about British Values and their importance in developing good human beings.

- Appreciating how sacred texts can inform people’s way of life.

- Learning from news extracts regarding religious atrocities.

- Asking questions about the social impact of religion.

- Learning how to effectively communicate their own beliefs, values and attitudes.

- Having links to religious people in the community.

- Learning to respect those of different faiths.

- Learning about and from celebrations, worship and rituals from different countries and world religious.

- Learning to value religious and cultural diversity.

- Visiting places of worship.

- Welcoming visitors of all religions.

- Understanding and accepting those of different faiths and cultures – how they may eat or dress differently / how they may fast as part of their culture or religion.

- Appreciating artefacts from different religions.

History

- Considering how things would be

different if the course of events

had been different.

- Looking at local history and investigating the reasons why there is a landmark, building or museum.  

- Learning about significant people / events from the past who have influenced today’s society.

- Appreciating how situations of injustice have provoked people to rise up and bring change in the world.

- Understanding the consequences of events in history.

- Appreciating how values in Britain have formed and evolved over time and have resulted in changes in law, attitudes and expectations.

- Encouraging children to talk to grandparents etc when learning about eg.  WWII.

- Learning about British Leaders and monarchs and what they have taught us about social etiquette.

- Participating in educational visits.

-  Learning about ways of life in different time periods.

- Knowing significant local, national and global historical events.

- Respecting values of different cultures and how their values have developed over time.

- Participating in a time period dress up day to immerse into the culture of the time period.

Geography

- Marvel at the awe and wonder in the different weather and seasonal patterns.

- Using maps and other resources to get children to imagine what it might be like to live in other parts of the world which are different to ours – like areas with natural disasters / drought / extreme climates etc.

- Awe and wonder at how the world has changed and developed.

- Considering how people use / treat the environment.

- Acting to make the world a more sustainable place eg. recycling.

- Discussing the impact and effect of man on earth / on the moon / space travel.

- Developing map reading skills essential for later life.

- Understanding more about themselves and their place in their immediate, local and global community.

- Understanding the social impact of over-population and what can and can’t be changed.

- Developing empathy and positive attitudes towards people of all cultures, recognising that often people have common needs and similar challenges.

- Exploring cultures that have had a great impact on our local area.

PSHE

- Developing a growth mindset and to accept that we learn and grow from making mistakes.

- Learning about the process of growth from young to old.

- Considering special people and their influence on our lives.

- Considering how it feels to belong and how we belong to different groups.

- Developing a positive outlook for the future.

- Developing resilience and inner strength.

- Developing an awareness of and an ability to respond to others wants and needs.

- Respecting and understanding the importance of British Values and what it means to be a British citizen.

- Learning about what constitutes a healthy lifestyle.

- Celebrating strengths.

- Exploring feelings.

- Thinking  about change and loss and the impact of these on our lives.

- Thinking  about people who help us.

- Investigating fairness and right and wrong, kind and unkind.

- Developing a strong awareness of bullying issues, their impact and how to tackle them.

- Constructing, agreeing and following rules.

- Learning about harm and care to the environment.

- Nurturing a sense of self-worth, self-identity and personal responsibility so that children can begin to learn how to make sound moral, social, spiritual and cultural choices.

- Developing an awareness of how our social choices, actions and lifestyles affect other locally, nationally and globally.

- Becoming aware of social injustice and how to make a difference.

- Exploring likes and dislikes and comparing these between different people.

- Learning about personal hygiene.

- Learning rules for keeping psychically and emotionally safe.

- Sharing opinions and listen to the views of others.

- Playing and working cooperatively.

- Developing resolution strategies.

- Discussing money and the concepts of spending and saving.

- Recognising the rights of others and preparing to take responsibility in society.

- Learning how to resolve conflict.

- Hearing stories from different cultures and countries.

- Learning about viewpoints of people with different beliefs.

- Developing an awareness of the shared value of communities and where there might be conflicting values.

- Respecting and valuing diversity.

Music

- Considering how music makes us feel.

- Expressing delight by creating own music.

- Exploring how music can convey human emotions such as sadness, joy, anger etc.

- Appreciating the self discipline

required to learn a musical instrument.

- Exploring how an orchestra works together.

- Discussing what would happen if musicians in a band / group didn’t co-operate.

- Appreciating how music is used in different ways in different settings e.g. for pleasure, for worship, to help people relax.

- Listening to and learn songs / music from other cultures.

- Giving people an opportunity to learn how to play a musical instrument.

- Encouraging pupils to listen and respond to traditions from around the world e.g. African music.

- Appreciating musical expression from different times and places.

Art

- Making a response to the world through a painting.

- Exploring different artists’ interpretations of a key figure or event and asking what the artist was trying to convey.

- Appreciating and evaluating existing art.

- Showing an awareness of surroundings by sketching scenery and landscapes.

- Encouraging the use of visual images to evoke a range of emotions.

- Designing posters to show moral values.

- Discussing the morality in art eg.  Damian Hirsts ‘Controversy in Art’ in UKS2.

- Sharing resources.

- Exploring art as a powerful social tool eg. advertising etc.

- Working as a team to evaluate or improve art work.

- Helping each other when improving work at all stages of the design.

- Considering how other cultures use art to express their values and beliefs.

- Reflecting on the cultural significance of famous pieces of art.

- Appreciating art and artists from all around the world.

- Learning about how modern culture has influenced modern artists.

DT

- Enjoying and celebrating personal creativity.

- Reviewing and evaluating created things.

- Appreciating existing products and expressing awe and wonder at how they came to be invented.

- Asking questions about the effect

of technological change on human

life and the world around them

- Learning about nutrition and how to cook as a life skill.

- Co-operating when working on a group design.

- Exploring dilemmas that

individuals may face when designing something and develop practical solutions to these problems.

- Taking time to help each other.

- Sharing resources / tools and equipment.

- Considering cultural influences on design.

- Questioning functionality versus aesthetics.

- Seeing how cultures have changed designs to reflect their communities.

- Experiences food / cooking from all around the world.

- Working with textiles from around the world.

MFL

- Considering faiths in different cultures and the role it plays in the French society.

- Using the French language to discuss personal responses to what is right and wrong.

- Communicating with a purpose with people from other cultures and societies.

- Taking part in educational visits to  France.

- Learning the skill of communicating in a different language.

- Exploring different social conventions eg, formal and informal greetings in French.

- Sharing what has been learnt in International Week with others.

- Taking part in educational visits to France.

- Looking at similarities and differences between our culture and the French culture.

- Allowing children to develop an appreciation of theatre, music, art and literature by listening to French music, reading French books, singing French songs and watching French films.

- Participating in International Week.

- Taking part in cultural occasions e.g. Divali, Chinese New Year, Eid etc

Early Years

- Developing self confidence, self awareness and independence eg. when making choices in active learning and when speaking during assembly or circle time; when acting as a monitor.

- Talking about and beginning to appreciate feelings eg. when talking through conflicts; when learning about protective behaviours.

- Marvelling at the world around us and the weather eg. discussing what you might wear in different weathers; understanding freezing and melting; experiencing changing colours of autumn leaves.

- Showing imagination and using expression when moving to music eg. music and songs before lunchtime; Activate; daily action songs.

- Understanding the importance of sharing and taking turns eg. during active learning; abiding by the rules.

- Developing an ability to resolve issues eg. when talking through problems.

- Showing that children can understand others eg. demonstrating good listening during adult led sessions.

- Showing empathy towards other people’s points of view eg. when talking through issues; hot-seating.

- Understanding right and wrong eg. during circle time and at other times; when learning about protective behaviours.

- Looking after animals and plants eg. feeding birds in the winter; when planting bulbs and seeds etc; being Eco warriors.

- Having an awareness of and participating in recycling.

- Participating in turn taking games eg. in PE.

- Learning to share resources eg. during active learning and when talking through issues; during tidy up time.

- Caring for resources in and away from the setting.

- Using manners when listening to and responding to others eg. during circle time.

- Working as part of a team eg. in PE or in active learning time.

- Making friends eg.  during active learning and when talking through issues.

- Listening to and responding to others eg. during circle time or key worker time.

- Learning to talk about own significant events and celebrations and responding to others appropriately.

- Working in pairs to create models etc eg. during active learning; when working with learning partners.

- Sharing information about own special events – celebrations, birthdays, festivals, cooking etc (using a special bag to share).

- Taking part in role plays about cultural events eg. in the home corner.

- Respecting and beginning to understand why others might wear bangles, head scarves etc eg. during adult led group sessions.

- Participating in special events such as pancake day, Bonfire Night, Christmas, Eid, Chinese New Year, St Patrick’s Day, St David’s Day, St George’s Day, Easter etc and understanding how these have changed over time.

- Learning about other cultures through the thematic curriculum eg.  tangerines in Handa’s surprise and when reading / listening to books eg. Masai and I.