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SMSC in Humanities

 Humanities subjects are all heavily focused on people and their relationships and as such we are well placed to contribute to students’ Spiritual, Moral, Social and Cultural education. In every lesson across the Faculty, students are expected either to consider the needs and experiences of others, or their own personal responses to events, problems and changes. Teachers in Humanities encourage students to discuss and debate controversy outside the classroom. At times this is in a formal setting like educational visits or homework, but also we expect the study of Humanities subjects to affect positively the way students live their daily lives. We encourage young people to enquire, consider and question in lessons and beyond.

Religion Ethics and Philosophy

Spiritual

Students are encouraged to develop their own identity and belief systems whilst exploring others.  Students partake in meditation and mindfulness throughout KS3 and KS4. Reflection time is given to allow students to focus on their experiences whilst showing respect for the religions studied.

Moral

Moral dilemmas such as euthanasia, capital punishment, animal rights, gender equality, wealth and poverty are all discussed. Students are encouraged to know right from wrong whilst demonstrating an understanding of the law. Students investigate and offer reasoned views about ethical issues. Ideas surrounding radicalisation and extremism are discussed openly in a safe environment.

Social

Students have the opportunity to question and share viewpoints within workshops with different faith groups and nationalities. Opportunities are given to allow students to explore faith in their community and wider afield. Students engage with their own and other belief systems showing respect and tolerance. Students partake in a lot of group projects to use and develop a variety of social skills.

Cultural

Both world and British cultures are celebrated and shared. Students recognise a diversity of cultures and explore ways to develop community cohesion. Festivals, traditions and practises are looked at in many different cultures and throughout Christianity, Islam, Sikhism and Hinduism.

History

Spiritual Spiritual development is encouraged regularly by providing pupils opportunities to appreciate intangible concepts. The idea of truth is central to all History lessons that use sources. Order and beauty, and differing interpretations of these, also form a part of GCSE History when assessing Nazi government and propaganda. Students show a willingness to reflect on past events. 
Moral Students have the opportunity to reflect on political events and how they shape the laws of England for example the English Civil War and Votes for Women. Students use their investigation skills to offer judgement on moral dilemmas such as the Holocaust.
Social Students have the opportunity to work within social situation and develop their understanding of democracy within lessons.
Cultural Students understand the wide range of cultural influences such as when studying the Slave Trade and a Nation of Immigrants which have influenced their own heritage.

Geography

Spiritual Being inspired and awed by the world around us is a key facet of the study of Geography, and one that is explicitly promoted through the study of Tectonics (Y10), Glaciation (Yr9) Coasts (Y8) and Africa  (Y7).
Moral Students are given the opportunity to debate and discuss moral dilemmas such as “Should we protect all the coast line” or “Was the One Child Policy justifiable as a means to lower birth rate?”.  In all topics there is a way to challenge student thinking about morality and the rights and wrongs of the modern world.
Social Social issues and the needs of different groups of people are common themes that are explicitly recognised on a regular basis, such as in the study of Energy and sustainability in GCSE Geography. 
Cultural Cultural appreciation and understanding is fundamental to learning, students are presented with authentic accounts of cultures as diverse as Africa (Y7), Russia (Y 8) China (Y10 Population) and Kenya and Brazil (Y9 Development). The contribution of different cultures to human development and progress is also explored and studied, opening students views and broadening horizons.