In Core PE, SMSC and British Values are promoted as an integral part of the subject. The subject naturally provides students with a sense of enjoyment and fascination in learning about the world around them fostering a culture of enjoyment and fascination about a plethora of activities. As an example, PE allows students to use a range of social skills that can be developed in a variety of different situations. Students have the opportunity to mix in a social capacity with their peers from an array of different religions, ethnic and socio economic backgrounds. Students in PE have the opportunity to participate in many different social settings, including by volunteering through our Sports Leaders programme and extensive extra-curricular programme to cooperating well with others as part of a team.

Physical Education is embedded with the fundamental British Values and students have an acceptance and positive engagement of these values throughout their PE lessons. Democracy is demonstrated by the nominations and democratic voting process that has established a school sports council, with each year group having a female and male representative. Rule of Law is entwined with the rules of all the sports the students participate in. Students across the Key stages are given the opportunity in the role of match officials to enforce the rules of the games and the participants to act in accordance with these rules to ensure the sport is played in a safe and fair manner. This is particularly prominent at Key Stage 4 where the curriculum is planned around the Roles and Responsibilities of both leaders and officials. Lessons are planned to allow students to be creative and express their skills and knowledge, linking kindly to their individual liberties.

Physical Education gives every student the opportunity to develop skills and attitudes that they can take with them in to all areas of their educational and home lives. The level of co-operation with team sports, the development of leaders and the respect and tolerance of their peers and staff alike stands the students in a positive position to fully contribute in modern Britain. Students are provided with regular opportunities to self-reflect through both Key Stages where analysis of their own performance and that of others plays an integral role.

Students participating in PE at Hathershaw develop a high level of social conscience. Through PE, students are taught the difference between right and wrong, they are taught the rules of the games/sports they play and are encouraged to deploy these high moral values through all areas of their lives. Physical Education allows students to express their own views on moral and ethical issues, for example, the question is often posed regarding the use of prohibited drugs in sport to enhance performance. Students are comfortable sharing these views discussions are often formulated based on differing viewpoints.

The cultural and spiritual aspects of physical education are threaded through the curriculum. Students have had opportunities to play sports not necessarily linked with the sporting culture of Britain, but games such as Kabaddi have allowed students to experience different cultures and gain an understanding of the heritage of others. The PE Faculty runs annual trips to Professional Football (Male and Female) and Netball Games that allow the students to experience different sporting and cultural opportunities. Thus allowing students to be more imaginative and creative in their PE lessons when given the responsibility of creating their own practises and developing their own strategies and tactics.

In Design and Technology, SMSC is delivered as a central part of our teaching and curriculum. The subject content naturally teaches students to reflect on the world around them and we always aim to bring and sense of interest and awareness of the wider world in our teaching. An example of this is in Key Stage 3, students explore the work of existing designers and look at new ideas and technologies such as biomimicry, smart materials and technical textiles which can all be used to promote creative thinking and encourage students to think alternatively from the stereo typical responses that they are more familiar with. It also makes them aware of different cultures and ideas that are often unlike their own.

In KS3 and KS4 students are required to produce new design ideas for users other than themselves which requires them to think creatively and to also consider the needs, values and viewpoints of others. In the Yr8 Inclusive Design project students design a product that will help users with varying impairments to independently access everyday tasks. This involves students conducting research to help them to understand the needs and feelings of different groups, whilst sensitively developing solutions that meet their requirements. Within these design and make tasks pupils are also given the opportunity to reflect on their solutions and consider other ways they could make their work better. As well as considering the needs of the primary user we also teach students to reflect on the cultural or environmental impact that a product or design may have during its lifecycle. Through product analysis students are encouraged to question the how a product is made, where a product comes from and whether a product has a positive impact or not. This is aimed at encouraging students to become reflective and conscientious consumers and to think about their product choices and how it may impact on the world around them. In KS4 students learn about globalisation, manufacturing methods and obsolescence which promotes debate about moral and ethical issues and often challenges cultural stereotypes, such as clothing being manufactured overseas because of cheap labour rather than the high skill set in that country. When possible we aim to link our teaching with ‘real world’ contexts through the use of current newspaper articles or news clips, for example the alternative use of paper because of the environmental effects of plastic or the current concern with textile ‘throw away fashion’. This gives students a better understanding of how designers and manufacturers have a role to play in improving our environmental future as well as encouraging students to reflect on their own consumer choices, developing skills and attitudes that will allow them to make positive contributions to modern Britain.

When working in the workshop students are expected to follow health and safety procedures to ensure they are keeping themselves safe and others around them. After practical lessons they are responsible for cleaning and organising their workspace, developing skills for life to be used outside of the classroom. In class students are given lots of opportunity to work collaboratively to encourage them to develop social skills and teamwork outside of their usual friendship groups.

Spiritual development in MFL

Students are taught to accept and embrace other languages and cultures through the teaching of MFL. In relation to this, students are educated on the religious beliefs of the people in countries of the language they are learning, particularly Catholicism in France and religious restrictions. A whole range of GCSE topics, and KS3 material covers topics from travel to education, healthy living and social awareness. Students are encouraged to be empathetic to the cultures, beliefs and traditions of others and stereotypes are challenged where necessary.

Moral development in MFL

Students are encouraged to show empathy and understanding to others and learn about right from wrong and the choices historical figures from French culture have made. Stereotypes and intolerance are challenged through the teaching of language and culture. The MFL schemes of learning identify and explore many moral issues in a global society context. It covers famous people, equality of education within a global content, travel as a means of exploring the world, and media and new technology.

Social development in MFL

Students are encouraged to work independently in lessons and proactively use the target language in classwork, whether through pair work, co-operative learning techniques or group work. Students are often differentiated in groups of varied abilities to encourage social interaction with others in the class with whom they may not usually interact. Students are encouraged to experiment with language and learn from their mistake. There is a supportive environment in MFL classes where mistakes are seen as learning opportunities, rather than as failures. The students are encouraged to use each other as a learning tool and develop social strategies for dealing with confrontational situations or problems.

Cultural development in MFL

Cultural development and cultural awareness are fundamental in language learning at The Hathershaw College. At all stages of MFL teaching and learning, cultural development is at the forefront of our success criteria. Exploration of language and culture is key to language learning, whether through lessons or school trips. Students are encouraged to embrace ‘difference’ at all stages of their linguistic development and accept ideas which may be ‘alien’ to them, as culturally significant. Students are encouraged to discuss and challenge stereotypes within a national and international context. Media and new technology are encouraged to explore students’ interest in language and culture in all aspects of their learning.

Geography