SMSC – (Spiritual, Moral, Social and Cultural Education)

Spiritual, Moral, Social and Cultural education is crucial to the development of our students. It is achieved through a strong school ethos, supported by effective relationships throughout the school.

SMSC allows students to develop their self-knowledge, self-esteem and self-confidence enabling them to contribute positively to society while at school but also preparing them for life beyond school.

Spiritual development will allow students to be reflective about their own beliefs, religious or otherwise and respect different faiths, feelings and values to their own.

Moral development will allow students to recognise the difference between right and wrong and to gain knowledge of legal boundaries. They will understand the consequence of their behaviour and actions and learn to take responsibility for these. Moral development education will encourage students to offer reasoned viewpoint on ethical issues and appreciate that others may have different viewpoints.

Social development is shown by a pupil’s ability to work with a range of students perhaps from different ethnic or socio- economic backgrounds. Students will be encouraged to take part in volunteer activities and participate in a range of social settings. Social development also demonstrates engagement with fundamental British values such as democracy, mutual tolerance and respect for others.

Cultural development will allow students to understand and appreciate the range of cultural influences that have shaped their own life and the lives of others. It is demonstrated by a students’ willingness to participate in music, sport, drama, dance and other cultural activities. Cultural development helps students to accept and celebrate diversity among both the school population and within wider society.

CEIAG

This unit is designed to help students with planning for their future. It raises awareness of the different routes available post 16 as well as providing information on how to apply for jobs. It also considers the importance of employability skills. The lessons also consider the local labour market in the Tees Valley.

Year 7

  • What are my personal strengths?
  • How do I apply for a job?
  • What are my options after Year 11?

Year 8

  • What is personal branding?
  • What is the Tees Valley labour market?
  • How do I develop work place behaviours?

Year 9

  • Why has participation age risen to 18?
  • What is an apprenticeship?
  • What are vocational qualifications and A levels?
  • Options for GCSE includes skills, pathways and booklet launch

Year 10

  • What opportunities are available in the Tees Valley labour market?
  • What are employability skills?
  • Preparation and debrief relating to work experience
  • Pupils will take part in work experience during year 10

Year 11

  • What post 16 routes are available?
  • What are employability skills for 21st Century?
  • What are possible recruitment processes for candidates?
  • Students will take part in BUZZ sessions with Youth Direction.
  • Some Students will also be linked to a Youth Direction Career Advisor.

Useful websites

https://www.apprenticeships.gov.uk/
https://www.stockton.gov.uk/children-and-young-people/youth-direction/participation/
https://nationalcareersservice.direct.gov.uk/

Keeping Safe Online

This unit aims to raise awareness of online safety. It considers student’s digital foot print and how to stay safe on line and in the virtual world. It also raises awareness of how to use social media in a positive way.

Year 7

  • How to be a good digital citizen
  • How do I keep safe online?
  • What is meant by digital resilience
  • Students will also have an online safety presentation by a PSCO.

Year 8

  • What is cyber bullying?
  • What are the issues around sharing indecent images online?
  • What is the law regarding the use of social media?
  • What is fake news and how do I recognise it?

Year 9

  • How can I keep safe from grooming and exploitation online?
  • What is FOMO and how can I manage this?

Year 10

  • How can I think critically about what I see online?
  • What are the issues around online pornography?

Year 11

  • Why is my online reputation important and how might it affect my future?
  • Why is privacy and data protection important?

Useful websites

www.thinkuknow.org
www.childnet.org
https://www.ceop.police.uk/safety-centre/

MENTAL HEALTH & WELLBEING

This unit aims to help students understand issues around mental health and wellbeing. The key focus is on removing stigma and building resilience by encouraging students to think about healthy coping strategies.

Year 7

These lessons are taught by our 6th Form peer educators using the Mental Health Foundation programme

  • What is mental health?
  • What are the myths, facts and stigma around mental health?
  • How can we stay well?
  • How can I get help?
  • How can I help others?

Year 8

  • What the issues are around self-harm?
  • What are healthy strategies for managing emotions?
  • How can I build resilience?

Year 9

  • What is the truth about eating disorders?
  • How can I control stress?
  • How can I build resilience?

Year 10

  • What are the issues around anxiety and depression?
  • What are healthy strategies for managing wellbeing?
  • How can I build resilience?

Year 11

  • What are the issues around stress and how can we cope with stress?
  • What are the issues around mental health and suicide ?
  • How does society try and support those with mental health issues?

Useful websites

www.youngminds.org.uk
https://www.kooth.com/

RELATIONSHIPS AND SEX EDUCATION – RSE

This unit is now a statutory part of the school curriculum. The aim is to give students the information they need to develop healthy, nurturing relationships of all kinds. Students will explore how relationships have a positive impact on their mental health. Knowledge about safer sex and sexual health is important so they can make safe, informed and healthy decisions as they progress to adult life.

Year 7

  • How can I be kind to myself?
  • What are signs of healthy and unhealthy relationships?
  • How can I manage conflict in any relationships?

Year 8

  • What is the impact of gender expectations and gender stereotypes?
  • How might unhealthy relationships lead to domestic abuse?
  • What is contraception and what are STI’s?

Year 9

  • What makes a strong relationship?
  • What is sexualised bullying?
  • What are the signs, impact and support for domestic abuse?
  • What is contraception and what effect can STI’s have on health?

Year 10

  • What are the different gender identities in society?
  • What is meant by consent in a sexual relationship?
  • What is safer sex?

Year 11

  • What is meant by commitment in a healthy relationship?
  • What are the different relationships we experience?
  • Where can support be found for an unplanned pregnancy?

Useful websites

www.womensaid.org.uk/
www.brook.org.uk
www.stonewall.org.uk

Democracy and Politics

This unit is designed to help students with planning for their future. It raises awareness of the different routes available post 16 as well as providing information on how to apply for jobs.

Year 7

  • What is meant by left and right politics?
  • What are the main UK political parties?
  • What are the important global issues surrounding education?

Year 8

  • What are the advantages and disadvantages of a democracy?
  • What has the government ever done for us?

Year 9

  • What are different policies of the main UK political parties?
  • Why should I vote?

Year 10

  • Why should I vote and I do I register?
  • What does the government do?

Year 11

  • What is meant by equal rights?
  • What is gender equality and how can it be achieved?

Useful websites

www.parliament.uk/education

FINANCIAL CAPABILITY

In this unit students will learn about the need to balance budgets and how wants and needs differ over time. The KS4 students will focus on borrowing money, taxation and how to understand payslips. There will be input from a major high street bank.

Year 7

  • What is a bank account for?
  • What is the difference between credit and debit?

Year 8

  • How do I budget and use money wisely?
  • How can I be a wise consumer?

Year 9

  • How can I use and keep money safely?
  • What are the links between money and mental health?
  • SANTANDER will conduct a session on how to save and importance of opening bank accounts

Year 10

  • Why do people gamble?
  • What are risks associated with gambling?
  • How can someone get support if gambling is a problem?

Year 11

  • What is taxation for?
  • How to understand a payslip
  • Why do we pay national insurance?
  • SANTANDER will conduct a session on how to apply for a mortgage as well as other big financial decisions

Useful websites

www.young-enterprise.org.uk/
www.begambleaware.org

HEALTH EDUCATION

This unit is now a statutory part of the school curriculum. The aim is to teach students about both physical and mental health and how to make good decisions about their wellbeing. It enables students to consider the risks associated with unhealthy choices.

Year 7

  • How does our body change as we reach puberty?
  • What are the risks associated with alcohol on our health?
  • What are the impacts on smoking on health?

Year 8

  • How does the media portray alcohol and what are the risks?
  • What is a drug?
  • What are the different risks associated with drugs?

Year 9

  • What impact can alcohol have on our health?
  • What is the difference between legal and illegal highs?
  • What are the possible effects of drug experimentation on wellbeing?
  • How do I conduct basic first aid including making an emergency call and the recovery position

Year 10

  • How can I manage the risks of drinking alcohol?
  • What are the risks associated with cannabis?
  • What are county lines and how to recognise child criminal exploitation?

Year 11

  • How do I become an organ donor?

Useful websites

www.talktofrank.com/
riseabove.org.uk/

Tackling Bullying

The main aim of this unit is to help students understand terms such as racism, prejudice and stereotyping. It also considers the range of diverse ethnic groups that live in Britain. It therefore fulfils part of the British Values criteria of tolerance and helps prepare students for life in modern Britain.

Year 7

  • What assumptions might I be making about people?
  • To understand and challenge personal assumptions

Year 8

  • What does racism mean?
  • What is acceptable language to use in society?
  • How does the media influence attitudes to BAME?

Year 9

  • What is the history of racism?
  • What is Islamophobia and how can it be tackled?

Year 10

  • What is institutional racism?
  • How can racism be tackled in the work place?

Useful websites:

www.theredcard.org
www.standuptoracism.org.uk

Tackling Racism

This unit aims to make sure students understand the different forms that bullying can take. It educates the students on the school’s strong stance on all forms of bullying. It includes advice for students if they are a victim and will make students aware of the need to be tolerant to everyone in the school and wider community.

Year 7

  • What makes up our identity and self-esteem?
  • What is the difference between bullying and banter?
  • How can bullying be tackled?

Year 8

  • What is Egglescliffe definition of bullying and the school’s policy on bullying?
  • How are stereotypes linked to bullying and what is the impact of bullying?
  • What is sexual bullying and how can it be tackled

Year 9

  • What is homophobic bullying and how can it be addressed?
  • What is cyber bullying and how can it be addressed?
  • What is racist bullying and how can it be addressed?

Year 10

  • What is a healthy relationship? (part of Disrespect Nobody campaign)
  • What is meant by consent and why is this important
  • How can we stay safe and keep other safe?

Useful websites:

www.kidscape.org.uk
www.actionaid.org/
www.childline.org.uk

LAW AND JUSTICE

This unit on law and justice will help students understand why laws are required in Britain and how laws are implemented and upheld in British society. It also helps students understand the risks and the impact of crime on themselves, family and wider society.

Year 7

  • What if there were no rules?
  • Why does society need rules to function?
  • How are laws made?

Year 8

  • What is anti- social behaviour?
  • What are the different viewpoints on crime and how can it be tackled?
  • What is restorative justice?
  • What are human rights and why are they important?

Year 9

  • What is hate crime?
  • What are the impacts of hate crime and how can it be tackled?
  • What are the issues around knife crime?

Useful websites:

www.fearless.org
https://www.judiciary.uk/