SMSC & Cultural Capital

Year 7

• Debate – keep or kill the dragons
• Moral decisions made about the value of life.
• Building of a community (albeit imaginary) and joint decisions made about the dragons.
• Building of a community (albeit imaginary) and joint decisions made about the dragons.
• Crime and Punishment
• Social attitudes to crime
• Personification – giving inanimate objects a personality or a character.
• Using a fable as a stimulus – looking at the moral of the story and how we learn the difference between right and wrong.
• Team work aspect of physical theatre; understanding the trust and contact involved.
• Discussion of theatre - musical shows theatre companies such as DV8 and Frantic Assembly.
• Gaining and understanding of one’s self. Celebrating your uniqueness  
• Understanding and tolerance of other people.
• Tolerance of different attitudes in society Understanding different social classes in society.
• Understanding different social classes in society.
• Imaginary worlds; fantasy world. Exploring imaginary existences.
• Exploration of the subject matter – young people that behave and do the right things will be rewarded.
• Exploration of social class and the value of money – questioning why some children have more than others.
• Relates to modern society issues of obesity and greed; importance of healthy eating.
• Appreciation of performance and imaginary/fantasy worlds
• Understanding of difficult themes and moral issues in performance
• Applying subjective reasoning to performances.
• Appreciation of theatre

Year 8

• Could evoke discussion on ghosts, phantom objects, etc. imaginary scenarios
• Discussion of secrets, rumours, gossip, etc.
• Team work; exploration of how people interact and react to events; decision making
• exposes genre of horror
• Links to mercy, empathy.
• Issue of homelessness and attitudes 
• Issue of homelessness and attitudes
• Stock Characters – giving a stereotype a meaning
• Using a fable as a stimulus – looking at the moral of the story and how we learn the difference between right and wrong.
• Team work aspect of physical theatre; understanding the trust and contact involved.
• Discussion of development of movies as an art form.
• Understanding historical impact and spiritual links to the tragedy  
• Class system explored
• Understanding of social status on board and implications that had.
• Historical event explored.
• Imaginary worlds; fantasy world. Exploring imaginary existences.
• Exploration of the subject matter – young people that behave and do the right things will be rewarded.
• Exploration of social class 
• Exposure to British Literature
• Appreciation of performance and imaginary/fantasy worlds
• Understanding of difficult themes and moral issues in performance
• Applying subjective reasoning to performances.

Year 9

• Stock Characters – giving a stereotype a meaning
• Social and Moral issues explored by texts
• Exposure to British comedy script and fundamentals of performance
• Links to mercy, empathy.
• Issues of missing persons and social responsibility
• Exploring social commentary on different groups.
• Exploration of script and British Seaside resorts
• Understanding social impact of event.  
• Moral decisions about consequences for actions of the boys
• Understanding of social status and challenging stereotypes
• Real life cultural issues and divides explored
• Implications of gun crime and justifications for it.
• Gun debate
• Appreciation of performance and imaginary/fantasy worlds
• Understanding of difficult themes and moral issues in performance
• Applying subjective reasoning to performances.
• Appreciation of theatre

Year 10

• Exploration of given theme and historical events/figures. Links to mercy, empathy, superstition.
• Social and Moral issues explored by texts
• Exposure to BB script and fundamentals of performance
• BB Themes – giving child away, superstitions 
• Cultural context of text explored (Liverpool)
• Exploring social commentary on different groups.
• Moral decisions about consequences for actions of the boys
• Exploration of given theme and historical events/figures
• Understanding of difficult themes and moral issues in performance
• Social context of Comp. 2 (as devised by students)
• Appreciation of theatre

Year 11

Linking Curriculum to Careers

Year 7

Year 8

Year 9

Year 10

Year 11