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Personal Development
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 Â
- 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 attitudesÂ
- 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 Â
- 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 classÂ
- 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. Â
- 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, superstitionsÂ
- 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