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  
  • 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