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Allenbourn Middle School


Allenbourn prides itself on underpinning SMSC (social, moral, spiritual and cultural) throughout the curriculum and extra curriculum learning. Our planning is highlighted with thought provoking links to these areas in all subjects; offering pupils a consistent link and understanding to the world around them. 

World-wide belief values, celebrations, principles and spirituality is explored across the curriculum. The integrity and spirituality of faith backgrounds will be respected and explored through Religious Education, PSHE, tutor times and assemblies, as well as on school trips. We are lucky enough to be able to compare and consider our beliefs with our international school links in Sri Lanka, Libya and France. These connections can be deepened in Year 8 with a chance to visit their pen pals on a French Exchange. We pride ourselves on being respectful of the history of global issues and current news affairs.

All adults at Allenbourn Middle School model and promote socially responsible behaviour, treating all people as valuable individuals and showing respect for students and their families. Children learn to differentiate between right and wrong in support with our Rights and Responsibilities (Rights Respecting School). All pupils are encouraged to value themselves and others. School and classroom charters promote responsible behaviour.

Children at Allenbourn have the opportunity to gain an in-depth knowledge of the British parliamentary system through our school links with Youth Parliament. This enables the pupils to have a secure knowledge of democracy and how their voice can be heard now and in their future. It is supported through a Year 7 trip to Parliament.

We recognise that the development of students: spiritually, morally, socially and culturally plays a significant part not only in their ability to learn and achieve, but in their ability to relate fully to and have the ability to access the world they live in. Links to local organisations, such as Streets Meadows (a local care home) promotes good citizenship in our community. We have a wide range of charities that are supported in each year group as well as a whole school.

High standards of personal behaviour including a positive caring attitude towards other people, and an understanding of their social and cultural traditions, plus an appreciation of the diversity and richness of other cultures are all critical skills and dispositions that we nurture, encourage and develop through our subject and wider curriculum. This is supported through our Global Youth Ambassador Project in KS3, which is an organisation run through One World Education. Our pupils have the opportunity to apply to be an Ambassador as part of a Chinese exchange programme. This helps pupil’s critical and creative thinking; self-awareness and being open-minded towards differences; as well as understanding global issues and creates relationships.

SMSC in Art and Design


Pupils explore their emotions and experiences through making art (particularly in year 8 where homework provision makes it possible for pupils to follow up their own concerns and interests) and access non material values and ideas (such as happiness, fear, worry, oppression, honesty, reconciliation) through studying the work of artists.

Eg – The Blue period, Weeping Woman and Guernica – Picasso. Year 7

They sometimes ‘lose themselves’ in creativity – those ‘flow’ times when all fall silent and at the end of the lesson they can’t believe where the time has gone.

They use their imaginations as they plan and make art.

They learn about other cultures and how art reflects the beliefs of others – eg traditional Aboriginal art in year 8.


Pupils are encouraged to develop a respect for and appreciation of different styles of art in time and place and to develop their own reasoned opinions.

Children are exposed to artists who respect the abilities and experiences of others Eg – Grayson Perry’s journey of reconciliation to Germany. Year 5

Ai Wei Wei – many political concerns expressed through his sculpture. Year 8 and KS 3 extension class

Ethical issues are often approached through art – eg Picasso’s Guernica (a powerful response to the atrocity during the Spanish civil war); Turner’s slave ship painting reflecting the horrors of the slave trade; the poverty and its implications such as ill health and eviction recorded in Lowry’s paintings; the Blitz and its effects on those unable to escape the cities as recorded by Henry Moore in his capacity as a war artist; the Ai Wei Wei project where year 8s choose a political issue to explore through sculpture.


Pupils work together, appraising each other’s work and sharing ideas.

They interact with the wider community by exhibiting their art.

They visit galleries and exhibitions where they interact with new teachers, each other and the public. In 2016-17 trips to Poole museum, Roche court sculpture park, and Monet’s garden in Giverny in Normandy.

Through studying the work of artists they encounter a variety of social patterns – eg LS Lowry and the society he recorded in his paintings; the privileged subjects of portraits through the ages.


Pupils encounter cultures other than their own in both time and place through studying the work of artists through from traditional ancient Aboriginal art and the French Impressionists to contemporary figures such as Grayson Perry, Cai Guo Ciang and Cornelia Parker.

Pupils consider the role of art and design in culture, and in particular how their own art can enrich the lives of others.

Year 5, for example, proudly take home a Cezanne inspired collage as a Christmas present for their families!

SMSC in Computer Science

Computer Science contributes to the pupils' SMSC development in a number of ways often through preparing children for the challenge of living and learning in a technologically enriched, increasingly inter connected world,  increasing  awareness of the moral dilemmas created by technological advances and establishing boundaries in society by considering what is acceptable behaviour in the digital world.  

Online Safety is part of the SMSC provision for Computer Science and is again taught freely as the learning discussion necessitates.   The Computer Science Head of Department is CEOP (Child Exploitation and Online Protection) trained and as such is aware of the imperative to ensure that the young people in the care of the school  must not only be prepared for what is happening in society currently, but  also have an awareness of how quickly digital technology is changing . A consequence of this will be that they become caring, and informed individuals when they are functioning online and digitally in the future.

Pupils from Year 5 to Year 8 are educated about online safety during specific assemblies, lessons and workshops that occur throughout the year. This covers the issues of impersonation, cyberbullying, sexting, safe use of social media and good practice to keep your devices virus free.

Examples of SMSC

Year 5 – During their initial introduction to the school systems, pupils discuss security concerns and the need to protect their passwords. There are moral questions asked about what they would do under certain circumstances. The pupils also look at the Internet and how this can be used for both good and bad. Later in the year, the pupils explore how the Internet has developed over time and how it works today. This recognizes the global impact it has had on our lives and the different cultures with which we can now access.

Year 6 – Building on from the work completed in Year 5, pupils continue to explore networks. This includes social media and the moral questions these raise. Pupils are taught how such networks have been developed in other cultures and then introduced in to our own. Later on in the year, the pupils explore apps and how to create these. Pupils are shown how this has become a global business and how those, which are the most successful, appeal to a range of cultures.

Year 7 – During the start of KS3, pupils continue to expand on their previous understanding. This begins with coding a social networking page using HTML. Pupils are explore what is appropriate information to share and what is not. They are shown the different policies that each major social network use and discuss how this information might be used. The focus is placed on the moral choices that they must make with their own social network.

Year 8 – During the Micro:bit unit of work, pupils are asked to reflect on the future role of technology in education. Questions such as whether a video guide is equal to a teacher are asked. The class reflect on how learning occurs in remote aspects of the world and how different cultures cope with this. Later in the year, pupils explore binary digits and how these operate digital devices on a global scale. Pupils are shown how ASCII keyboards are different to Unicode and why other countries would need more characters on their keyboard.

For their final project pupils are asked to create and market a new game. The class have to make various choices and see if they can make a profit. Digital laws are discussed in all year groups but this is particularly prevalent with this unit of work. Copyright and plagiarism are highlighted with pupils having to decide whether their product is in breach of any of these. Business law is also discussed and how this might impact on the running of their business. It is made clear to all pupils that a successful software publishing house is a global business requiring the input from a whole range of cultures. The history of Atari, Nintendo and Sega are given as examples of these.

SMSC in Design Technology

Social, Moral, Spiritual and Cultural development occurs in Design and Technology in many ways. Pupils consider the impact of designing and making on the environment and people. Sustainability and an understanding of how this is applied to designing products is important in order to look after our natural resources. Pupils also develop a sense of social responsibility, respect and consideration for each other through the teaching that is delivered. Pupils are encouraged to challenge and support improvement in each other, particularly applicable where practical work is involved.

Spiritual Development

The process of creative thinking and innovation often kindles undiscovered talents, raising self-confidence and belief in abilities. It challenges and appeals to the creative spirit that steers us to discover, adapt and achieve. Within the technology schemes of work we seek to develop these attributes.

Moral Development

In Design and Technology we look to build a sense of ‘moral conscience’ in pupils, through exploring the moral questions raised in designing and making new products. Pupils learn to understand the wider impact on the environment of designing and making products through discussion and exploration of design history. Materials and components used are discussed, waste avoided and in some cases up-cycling actively used by pupils to create products.

Social Development

Social development is a key feature of all Design and Technology lessons. Pupils learn the concept of self-regulation, ensuring that they take responsibility for their behaviour and the safety of others. They are encouraged to remind each other when safety is of concern, and to help each other with many aspects of the subject through activities like peer-teaching. This establishes and maintains a safe, secure, learning environment. Conversations about learning through self and peer evaluation is encouraged, and constructive criticism used between pupils to facilitate improving outcomes. Many lessons include group or pair work to develop collaborative skills and outcomes.

Cultural Development

Pupils learn about cultural influences on design and manufacture, including an awareness of the influences of international development in CAD and CAM and the impact that it has on the designing and making of products that we use. The difference in design movements through history, and the cultures that they represent and continue to reflect also supports understanding of cultural development in Design and Technology.

SMSC in English

Many SMSC concepts are embedded in English teaching. Students regularly have opportunities to read articles about current issues and are encouraged to express opinions about them. They read texts from British and other cultures and from historical periods which necessitate understanding and appreciating attitudes and views that are different from their own.

Students have to show understanding of and respect for one another in speaking tasks and learn how to present a point of view whilst appreciating those of others.


Imagination and creativity is a cornerstone of learning in English at AMS, expressed through a range of writing and reading opportunities in various genres. Students are encouraged to empathise and consider the motivations and feelings of those characters and individuals they read about, and also express this in their own creative and non-fiction writing on a range of topics. The reading material studied includes setting incorporating a range of formal and informal belief systems, such as The Boy in the Striped Pyjamas (KS3) and Skellig (KS2).


Pupils are encouraged to investigate the moral arguments in a range of situations through their reading, and in their writing responses (e.g. through the writing of diaries and balanced arguments in Key Stage 2, and through a unit of Protest Speaking on a key issue in Key Stage 3). Consequences of behaviour and the impact on others are investigated through a wide range of texts covering many moral issues (e.g. Conscientious Objection in WW1 in Private Peaceful by Michael Morpurgo or War Poetry in Y8).


Pupils develop social skills and understanding through experiencing a wide range of texts set in different time periods, cultures and socio-economic backgrounds (e.g. the theme of modern slavery in India in The Paradise Carpet (Y7), refugees and civil war in Oranges in No Man’s Land (Y5) ecological issues in the Old West in The Wolves of Currumpaw (Y6/7) or the holocaust in Nazi Germany in The Boy in the Striped Pyjamas (Y8).

Debate and speaking and listening skills are actively encouraged in class and through persuasive speaking and writing opportunities throughout the curriculum.


As well as experiencing a wide range of cultures, faiths and world view through literature and writing across the curriculum, pupils are also encouraged to develop their own responses to creative writing and speaking, linking their ideas to evidence and, as they move into Key Stage 3, developing and expressing their own well-formulated opinions on a range of literary forms and creative ideas through novels, non-fiction writing, short stories and poetry.

SMSC in Geography


  • The whole subject aims to develop pupil understanding about the world around them.
  • Areas of human geography aim to put students in the situation of others living around the world. 
  • The subject aims to cover contemporary news events that pupils could relate to, or could be affected (this is often included in lessons through a starter/ discussion task linked to any current news events – including natural disasters/ political events etc.)

Many areas of geography can lead to fascination about the world around them.

  • Through out all years, some references is made to differing ways of life – which includes culture/ religion/ belief systems. In year 5 this is through a study of a country in Europe. Year 6, a comparison of countries suffering from volcanic eruptions (and links to aid requirements), In Year 7, through a study of Kenya (including impacts of tourism); In year 8, a comparison of the growth of Manchester (including changes/ diversity) and Bangalore; conflict diamonds & child soldiers.


  • Many areas of geography allow pupils to develop their interest and offer reasoned views about moral and ethical issues.  For many of these issues, pupils are also required to think about how their actions can lead to consequences. 
  • Our role as global citizens is woven into all units – through comparisons and responsibilities to people, but also to environmental issues. Discussions and opinions on consequences / moral and ethical rights and responsibilities are regularly included in learning.


  • Our aim is to ensure that the classroom environment is one in which students are comfortable socialising and supporting each other.  During group tasks the social elements are outlined as clearly as the geographical content and skills and working effectively in a group increases productivity and quality of work.
  • The inclusion of the residential trip in Year 5 (Bristol) and the Coastal field trip in Year 7, offer pupils the opportunity to engage with local communities
  • All comparisons of place/ country study units, include links to Wimborne/ Dorset – as a means of comparing the social differences/ similarities.
  • Units of study which identify local/ global conflicts (and suggest means of managing them): Year 8 : Conflict at honey pot site (Cheddar Gorge); conflict diamond trade; Impact of festival sites; Year 7: impacts of tourism (conflict between positives & negatives); Year 6: impact of aid and trade.


  • Students learn about a variety of different faiths and cultures around the world.
  • Each unit includes a clear comparative link to own experiences, enabling pupils to gain a sense of understanding, as well as to other units/ countries/ conflicts studied.
  • Links made to British values (rights of the child – life for children in other countries/ situations).




SMSC in Mathematics

Social - willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

  • The Singapore approach involves lots of discussion and pupils working in pairs and groups to solve in focus tasks at the start of each lesson. The ethos is on dialogic teaching and collaborative working throughout the majority of the rest of the lesson as well.
  • Students are always encouraged to develop their Mathematical reasoning and communication skills by explaining concepts to each other. The approach encourages ‘deeper thinking’ which then leads on to the application and questioning of concepts and ideas into other real life situations.
  • Self and peer reviewing are very important to enable students to have an accurate grasp of where they are and how they need to improve. Pupils are supported to cope with short term ‘failure’ as ‘learning opportunities’ and consistently encouraged to have a ‘growth’ mindset whilst learning.

Spiritual - sense of enjoyment and fascination in learning about themselves, others and the world around them and willingness to reflect on their experiences.

Cultural-interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities.

  • Assumptions and pre-conceptions are challenged. Students are encouraged to question information and data that they are presented with.
  • Maths No Problem resources (KS2) include many questions involving the world around us, showing how maths is involved in all aspects of everyday life. At KS3 (White Rose) we also tie in our maths topics with real life scenarios in lessons and their applications.

Social - willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

Maths Day for year 4s – approx. 20 year 8s and 25 year 7s involved working with each other and with the first school pupils and teachers, leading/directing and encouraging.

Cultural - understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain School

  • Gifted and talented days for KS3 at Corfe Hills School. Approx 20 pupils from each year work in teams and with CH pupils on group questions and tasks. Also, pupils from Year 8 join with CH pupils for the Team maths Challenge at another local secondary school.

Moral - ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England

  • AMS is a pfeg accredited school (working with Young Enterprise), preparing children for future economic and financial responsibilities. Particularly in KS3, maths lessons during the year include work on: (Moral/Cultural)
  • Other currencies/exchange rates
  • Looking at pay slips and deductions
  • Minimum wages (including social issues)
  • Budgeting
  • ‘good deal?’
  • Buying a car/going on holiday/renting – ‘hidden’ costs
  • Loans and interest

British Values - acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

  • British values are adhered to in lessons – respect for others is encouraged and good behaviour rewarded. Careful listening to others views and opinions (eg on problem-solving) is fostered at all times.

Cultural - interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities.


  • Maths No Problem resources also include children from different races and cultures, and many tasks involving other countries and currencies.

Cultural - understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain School

  • Chinese students spent time in maths lessons with their GYA. Cultural exchanges (eg writing/symbols of numbers and general maths conversation and vocabulary) (Social

Cultural - understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others

  • The contribution of other cultures to maths is looked at (eg Roman numerals/Pythagorus/Rangoli patterns in symmetry)

SMSC in Modern Foreign Languages

Spiritual, Moral, Social and Cultural education is a natural focus of MFL.

People, their relationships and their interactions with others are an intrinsic part of what we teach, and the cultural immersion of learning a language is both pivotal and essential to a child’s development

In MFL, we give our students an opportunity to both consider the needs and experiences of people of other cultures, ( our pen pal letter exchanges and our study of La Francophonie ) and reflect upon their own response to this. We also encourage students to discover, discuss and debate unfamiliar lifestyles, global events, problems and changes.

Finally, SMSC is not confined to the MFL classroom – we hope that the study of languages will positively affect our students’ lives and their understanding of the world around them. Our annual French trip, our links with French schools and our focus on language diversity and La Francophonie especially with our recent appointment of French teacher from Le Cameroun- we can all benefit from her cultural diversity and language expertise.

Spiritual development in MFL concerns pupils wondering at the number of different and similar ways that people have developed to express themselves and their ideas. Pupils also look at the simplicity and the complexity of these ideas and the ways in which we learn and construct our languages.

Moral education in MFL concerns pupils using the vehicle of languages they have to make a personal response to right and wrong. ( Year 7s and 8s can create opinions on topics such as pollution and education and free time)  All languages carry messages about every aspect of life including moral development and pupils are able to consider other peoples’ responses to moral issues.

Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom. KS2+ KS3 children are taught about the education system in France: their school days; holidays, their popular sports and foods.

Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. (yr 5 and 6 pupils all listen and read authentic French children’s tales; learn poems and rhymes; sing songs;  they also learn la Farandole dance in Yr 5 and they compare and contrast life in Mauritius with their own).

Some further examples of Spiritual, Moral, Social and Cultural Education in Modern Foreign Languages at AMS - :

  • Looking at cultural and religious festivals, such as Christmas, Epiphany , Paques ( Easter )and Bastille Day. Students learn how these are celebrated in different French-speaking countries: the food that is eaten at this time, as well as traditional dress and festivities.
  • Aiming to break down stereotypes and looking at the similarities as well as the differences between countries and cultures ( German partner school visit; Language day at our neighbour Upper School)
  • Researching projects on different countries and preparing presentations and leaflets to express our ideas on flora and fauna environment projects (Ile Maurice in Year 6 )
  • Allowing pupils to develop an appreciation of theatre, music, art and literature by listening to French music and watching French video clips. We have a number of French reading books in the library
  • Pupils also discuss issues such as cultural differences between French speaking African countries and our own. La Francophonie is a recurring theme throughout the pupils’ 4 years here.

SMSC in Music


This aspect of the curriculum is encouraged through the experience and emotion of responding to performing, listening and composing music. We encourage our pupils to express their feelings verbally and in written form to improve their levels of articulacy. Where pupils are sensitive about expressing their feelings we nurture the confidence to do this by creating a supportive environment.


We encourage our pupils to engage in critical discussions of musical performances from other pupils and also visiting professionals. Where there is a specific cultural or social reference that is explicit in the work examined we encourage pupils to reflect upon this. Where pupils present their own work we ensure fair and objective assessment and evaluation of their work.


Pupils collaborate routinely in group tasks where they take responsibility for their own learning outcomes and progress. We encourage the skills of independence, resilience and time management. Where they engage in group tasks we build a sense of unity which leads to them addressing their individual abilities and strengths and learning to build upon these collaboratively. Where they are required to express their feelings pupils are encouraged to do this sensitively with an awareness of the needs of others. Through our programme of extra-curricular activities and clubs, pupils are encouraged to develop their own ideas for repertoire and to organise themselves.


The resources and musical examples used across KS2 and KS3 for our pupils encourage a respect and deep appreciation for cultures around the world that have contributed to the development of our current popular musical styles. This philosophy also underpins our selection of music for performance events whether they are informal or formal occasions. We encourage pupils to create their own music and to incorporate different musical influences in their own composition, particularly at KS3. We use a wide variety of instruments from around the world including, Chinese Pentatonic, Indian Raga, African Djembe Drumming and Latin American Samba to enrich the cultural experiences of our pupils.

Other specific examples of Spiritual, Moral, Social and Cultural Development in Music include:

  • Pupils have the opportunity to listen to, and participate in, performance for the school and wider community including event to raise money for the school, charity and visits to residential homes.
  • An appreciation of how different cultures have contributed to popular musical genres today is encouraged and nurtured in our pupils.
  • Pupils’ cultural experiences are broadened and strengthened through our extra-curricular programme and the use of world music resources across both Key Stages which reflect the world we live in today.
  • Pupils are encouraged to formulate and articulate their opinions of their own work, and the work of other people, and to express these with awareness and sensitivity towards the feelings of others.
  • Pupils take part in a wide variety of different activities which require social skills, the ability to work collaboratively as part of a pair or group, and as part of their whole class in larger ensembles.

SMSC in Physical Education

  • Spiritual education in PE helps pupils gain a sense of achievement, an aspirational mind-set and developing positive attitudes towards themselves and others.  It enables pupils to develop their ability to express their feelings and emotions through activities such as dance and gymnastics, as well as be amazed by what their bodies can achieve.  By giving pupils time to reflect on their experiences and how they feel about them, helps to develop a greater understanding of themselves and others, a positive mind-set and promotes progression. Pupils will also sense the feelings of awe and wonder when observing elite performances from professional athletes and their peers.
  • Moral education in PE helps pupils gain a sense of ‘fair’ play based on rules and the conventions of activities.  It will help develop positive sporting behaviour by learning  knowledge of how to conduct themselves in sporting competitions and accepting authority and supporting referees, umpires and judges.  It also concerns pupils having the opportunity to understand how PE can influence their healthy living and lifestyle. Within PE, we highlight the advantages of healthy lifestyle through team sports and health related fitness. Within lessons pupils are challenged to increase their personal level of fitness and to understand the benefits of this.  They are also taught about the importance of being healthy and active and how this plays a role in society as a whole. 
  • Social education in PE involves pupils working with others as an individual, pair or team, as well as reflecting on feelings of determination and enjoyment.  Pupils are regularly given the opportunities to take on roles such as a coach, umpire or leader, helping to develop their social skills in co-operation, collaboration, responsibility and communication, as well as showing loyalty but fairness.  We deliver a broad and balanced PE curriculum giving the pupils the opportunity to take on these roles in different topic areas.  It is also about developing positive attitudes towards themselves and others and showing respect, understanding and tolerance.
  • Cultural education in PE means pupils are given the opportunity to learn games and dances from different traditions, including their own. Pupils are also made aware of the differences between male and female roles. The pupils are often taught about the origins of a certain dances and also the countries around the world that excel at each sport.  Through giving pupils various experiences they can understand the significance of activities from their own and other cultures (i.e. folk dances and traditional games) and recognise how activities and public performance gives a sense of cultural identity, and consider how sport can transcend cultural boundaries. Pupils also have the opportunity to compete against other schools in the area/country, this means the pupils are absorbing themselves into different cultures from around the country and learning respect for these cultures.

Examples of Spiritual, Moral, Social and Cultural Education in PE include:

  • Pupils reflecting on values surrounding competition from wanting to win and sportsmanship/fair play.
  • Pupils learning to handle success and defeat with dignity
  • Giving time for focus group discussions as well as listening to other people's opinions and giving feedback
  • Pupils being introduced to tactics and strategies in sport
  • Developing  their moral stance through fair play, positive sporting behaviour and reflecting on the need for rules
  • Learning dances from different traditions/cultures
  • Pupils compete against schools around the country often from different cultures.
  • Pupils experience different roles with in PE and the feelings and emotions that go with each role.
  • Pupils are encouraged to increase their personal fitness and know the reasons why a healthy lifestyle is important.

SMSC in Religious Education

SMSC in Religious Education RE plays a significant role in the personal development of children and young people. At its heart is the intention to enable children and young people to become "religiously educated” in order to face the demands of the contemporary world. Given the opportunities for encountering people of different beliefs and lifestyles, RE also has a key role to play in fostering respect and social cohesion. As well as being "religiously educated”, RE helps students to become "skilled cultural navigators”, able to handle the differences of faith and belief around them, as well as establish their own sense of identity and belonging.

Spiritual education in RE involves the experience and search for meaning, the purpose of life and the values by which we and others live. In learning about a range of different religious traditions and why people believe, students have the opportunity to learn from their experiences, to reflect on and interpret spirituality in their own lives and to reflect on ultimate questions Moral education in RE allows students to learn about shared and differing moral values from religious and secular perspectives.

RE provides opportunities for students to debate moral dilemmas about right and wrong, good and bad, equality, peace etc. RE encourages students to discuss ideas such as people's responsibility towards to world and generations to come. In RE, students are encouraged to make a personal response to different opinions and beliefs and to consider a range of responses to moral issues.

Social education in RE involves exploring the similarities and differences in religions and cultures though which students make links between faith and personal action in everyday life. This is reflected in their relations with others through activities such as discussion and debate, and in their ability to work cooperatively with others. Cultural education in RE includes learning about a range of different religious traditions, giving students an opportunity to learn what it means to belong, to become confident in themselves and be able to respond positively to similarities and differences in our changing multi-ethnic and multi-faith society and communities.

Examples of Spiritual, Moral, Social and Cultural education in RE include:

· Students being given the opportunity to explore believes and values from a range of different religions and cultures; learning about shared and differing views and beliefs including Buddhist monk workshop, Holocaust survivors talk & visit, learning about the Christian faith when visiting Wimborne Minster and lessons led by our local Chaplain, Dan. Whole school events included Christian workshops this year led by a Christian boxer! Alpha enquiry courses are offered after school twice a year.

 · Students exploring a range of perspectives on key moral and ethical issues such as equality, life after death, science vs religion and marriage, LGBTQ+ and current news stories including religion and the media in year 8.

 · Students explore and examine a range of different religions and cultures, giving them the opportunity to develop an understanding of multiculturalism, diversity and respect for others in preparation for life in the workplace, college or university as well as the impact it has on the lives of believers

 · Students become aware of the positive impact that religion has in society by exploring the way in which religion affects daily life, moral decisions and social responses from its believers and students contributions to local life such as working with the homeless and collecting/working at Wimborne Foodbank.

· Students are presented with opportunities to explore different artistic images and literature from religious and cultural perspectives. They also investigate aspects of religious architecture, paintings, symbols and their meanings including exploring The Vienna Rainbow in year 5 and Joseph Nuttgens stained glass designs.

 · Within KS3, RE students consider the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. They are also taught that there can often be conflict between being a religious person and the law of the land looking at modern day prophets around the world

· Within RE, different religious beliefs are referred to as "teachings, belief and values” suggesting there is no right or wrong as this could be narrow and confusing for students. Children are encouraged to question beliefs and to form their own opinions. Students are taught the fundamental UK laws within a number of units in KS3 including media law.

· In RE students consider a range of different religious teachings and faiths from Y5 through to Y8. They include Christianity, Hinduism, Islam, Buddhism, Judaism, Humanism and Sikhism

SMSC in Science


A fundamental aim of science teaching is to promote a lifelong interest in science through developing a sense of students awe and wonder at the world around them. This extends from the level of sub atomic particles to the size and scale of the entire universe. The courses tackle the ‘big questions’ and seek to provide students with meaningful answers to how the universe formed and the events that have led to the evolution of humans. There is a strong emphasis on examining the evidence behind these theories. Students are encouraged to question accepted wisdom and always to challenge ideas and opinions with evidence that supports it. Students also become aware of the limits of scientific understanding and to understand that some questions cannot be answered by the scientific method. Where scientific understanding and theories are in direct opposition to students deeply held religious views we encourage an understanding of how scientists have reached their conclusions based upon evidence rather than expecting them to agree with those views. All pupils are encouraged to form their own opinions rather than just accepting taught ideas.


Students are encouraged to understand that science cannot provide answers to ethical questions. Science tells us what is possible and not possible or can predict the outcomes of a series of actions. However, science cannot tell people what they should do. These themes are recurrent within science topics noticeably so in those related to human health and medicine and the environment. Students are encouraged through a wide range of learning strategies to consider all sides of an ethical decision and to understand why others may have differing views and interpretations of the same facts. Pupils are explicitly taught the process of decision making through risk/ benefit analysis. Again where pupils have deeply held or fundamental beliefs they are encouraged to try and understand how other people may not share those beliefs. In a number of topics the impacts of legislation on science and people’s behaviour is explored and pupils consider the consequences of changing laws.


Science is a social human activity and students learn from the start that scientific ideas are shared and criticised by scientists. In later topics the concept of the peer review system is examined. Students are encouraged to routinely devise their own hypotheses and make predictions. Pupils learn through discussions how to criticise the ideas of others and cope with being criticised themselves. Pupils are taught to be respectful in their language and manners. Group work is essential to science and students have to learn how to organise delegate and negotiate with others to achieve common aims.


Students learn about the contributions of scientists from a wide range of cultures and nationalities. Many of the modern ideas on physics, chemistry and medicine where first developed by the Greek, Asian and Arab scholars of the ancient world. Students are encouraged to see scientific understanding as the product of a worldwide cultural exchange of ideas and to understand that it the mixing and interactions of our culture with other cultures that has led to rapid and sustained scientific progress over the millennia.