SMC

Key Stage 3 SMC Overview

Year 7

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Baseline test (1 lesson)

Religious Education – Bridging Unit (6 lessons)

1. Introductory lesson to RE

2. How do RE concepts help us to understand religion? 

What has RE got to do with me?

3. What is belief? What are the key Christian beliefs?

4. Why do some religions accept different authorities?

5. What did Jesus really look like? Why is Jesus represented in different ways around the world? How did this all start? 

6. Bridging Unit test

7. Worship, wonder and awe

Careers (2 lessons)

Health Education- Growing up (6 lessons)

1. How is Year 7 different?

2. What happens at puberty?

3. Menstrual wellbeing

4. Personal hygiene

5. Why am I feeling like this?

6. Why are friends so important?

7. Assessment

Careers (2 lessons)

Health Education -Healthy lifestyles (5 lessons)

1. What do we need to keep healthy?

2. Healthy eating

3. Exercise

4.Things that support our health

5. When health goes wrong

6. Assessment

Careers (2 lessons)

Religious Education – Special Journeys (7 lessons)

1. Labyrinths

2-3. Holy Land

4. Introduction to Islam

5-6. Hajj

7. Hajj assessment

Careers (2 lessons)

Health Education and RSE- Emotional wellbeing and health (8 lessons)

1. What are ‘emotional wellbeing’ and ‘mental health’?

2. What is ‘resilience’?

3. Feelings and how to manage them

4. What impacts on emotional wellbeing?

5. How do I cope with loss and bereavement?

6. Recognising the signs of poor mental health

7. Ways to look after our emotional wellbeing

8. Who can help? – Support services

9. Assessment

Religious Education – Festivals (7 lessons)

1. Religious Festival introduction

2. Christian Festivals

3. Pancake Day

4. Ramadan

5. Islam Festivals 

6. Wesak

7. Hajj assessment

Planning for the future (3 lessons)

What are my aspirations?

How do I work best with others?

Skills for working with others

 

Year 8

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

RSE – Communities (9 lessons)

1. Understanding our communities

2. How do I feel about ‘difference’?

3. How can we value each other?

4. What makes a successful community?

5. What can cause problems in communities?

6. Hate crime and radicalisation

7. How can I contribute to my community?

8. What do voluntary agencies do?

9. How can we challenge prejudice and discrimination?

10. Assessment

Careers (2 lessons)

RSE – Communities (continued)

Religious Education – British Values (6 lessons)

1-2. Own and British Values

3. British Values

4. Identity and groups

5. Heritage and diversity

6. British Values assessment

Careers (2 lessons)

RSE - Relationships (5 lessons)

1. What are the differed types of relationships?

2. What is a healthy relationship?

3. Communication skills

4. Is commitment important in relationships?

5. Abuse in relationships

6. Assessment

Health Education- Alcohol, tobacco and other drugs (6 lessons)

1. Drugs – an introduction

2. Drugs and the law

3. Alcohol

4. Smoking

5. The impact of drug taking

6. How do I manage situations involving drugs?

7. Assessment

Careers (2 lessons)

Health Education- Alcohol, tobacco and other drugs (continued)

Religious Education – Buddhism (11 lessons)

1. Suffering

2. Buddhist teaching and worship

3. What are the Four Noble Truths?

4. Meditation

5. Prayer flags

6. Refuge and suffering

7. The Eightfold Path

8. The Four Noble Truths

9. Three Universal Truths

10. What are Vihara’s and why are they important to Buddhists?

11. Buddhism assessment

Careers (2 lessons)

Religious Education – Buddhism (continued)

Planning for the future (3 lessons)

Goal setting

How do I plan for my future?

My personal brand

Health Education -Dove, body confidence (5 lessons)

1. Appearance ideals

2. Media messages

3. Confront comparisons

4. Banish body talk

5. Be the change

 

Year 9

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

RSE - Identity (8 lessons)

1. Who am I?

2. What does ‘family’ mean?

3. How can I contribute to family life?

4. Gender identity

5. Stereotypes

6. Faith and values

7. How am I doing?

8. What are my rights and responsibilities?

Religious Education – Poverty (7 lessons)

1. Paper bag game

2. What do we mean by poverty?

3. What are the causes of world poverty?

4. How do charities stop poverty?

5. What is fair trade?

6. Poverty assessment

7. Responses to poverty

Health Education and RSE - Risks and safety (9 lessons)

1. What do we mean by ‘risk’?

2. How do we manage risky situations?

3. Being assertive and dealing with pressure

4. Bullying

5. Gambling

6. Gangs and knife crime

7. Female genital mutilation (FGM)

8. First aid and CPR

9. Who can help?

Religious Education – Evil and suffering (8 lessons)

1. Evil and suffering 

2. Causes of evil and suffering

3. Evil people

4. Natural evil

5. Theodicies

6. When we are tested

7. The problem with evil and suffering

8. Evil and suffering assessment

RSE - Sex and sexual health (6 lessons)

1. Choices around sex

2. Pornography and sexting

3. Sex and the law

4. Conception, pregnancy and birth

5. What is contraception?

6. What are STIs?

Money and me (3 lessons)

1.How do I save and how do I budget?

2. What influences our spending?

3. How enterprising am I?

Planning for the future (4 lessons)

1. What do I need to plan for?

2. What opportunities are there for me?

3. How do I improve my prospects?

4. What does the law say about work?

 

Key Stage 4 SMC Overview

Year 10

Autumn Term
Spring Term
Summer Term
Half Term  Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

RSE- Emotional wellbeing and mental health (6 lessons)

1. Emotional wellbeing

2. Dealing with stress

3. Pressures and influences

4. Facing challenges

5. Work-life balance

6. Bereavement

Finance (6 lessons)

1. Budgeting

2. Responsible consumerism

3. Ethical consumerism

4. Consumerism and giving

5. Credit and debt

6. Money stresses ad pressures

Religious Education-Ethics (6 lessons)

1. Abortion

2. Child labour

3. Child soldiers

4. Death penalty

5. Euthanasia

6. Ethics assessment

RSE – Relationships (5 lessons)

1. Relating to others

2. Skills for successful relationships

3. Parenting skills and family life

4. Exploitation and abuse in relationships

5. Help and support for relationships

Health Education Alcohol and other drugs (3 lessons)

1. Drugs

2. Alcohol

3. Addiction and dependency

Business and enterprise (3 lessons)

1. Business structure and organisation

2. The how and why of business enterprise

3.Entrepreneurship and risk

Planning for the future (2 lessons)

1.What do I want to do?

2. Types of employment and employment trends

3. Marketing yourself and personal branding

 

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

RSE- Sex, sexuality and sexual health (5 lessons)

1. Consent

2. Sexual relationships

3. Sexual health

4. Pregnancy choices

5. Pornography

Health Education- Healthy lifestyles (3 lessons)

1. Influences on health

2. Planning healthy meals and being active

3. Being health aware

Health Education – Healthy lifestyles continued

RSE- Identity (3 lessons)

1. Individual, family and community values

2. Diverse and conflicting values

3. Gender identity and transgender

Communities (5 lessons)

1.Living in Britain

2.Equality Act and hate crimes

3.Discrimination through invisibility 

4.Challenging discrimination

5.Democracy and voting

Health Education and RSE - Risk and safety (4 lessons)

1. The teenage brain

2. Rights and responsibilities online

3. When things go wrong online

4. Gangs and knife crime

Planning for the future (2 lessons)

1. Rights and responsibilities of work

2.  Employment opportunities

Religious Education - Is religion dangerous? (8 lessons)

1. Dangers of religion

2. Does religion lead to terrorism?

3. Conflict resolution

4. War

5. Causes of extremism

6. Assessment

7-8. What would the world be like without religion?

 

 

Additional Curriculum Information

Intent

We believe that every member of the school should be able to reach their full potential.  The Social and Moral Cultural (SMC) Team supports all whole school policies/initiatives and share joint responsibility for monitoring/overseeing the implementation of all policies.

Successful teaching and learning in SMC is built on positive relationships, commitment and enjoyment.  Positive behaviour and self-discipline are encouraged.  Students develop respect for themselves and those around them whilst working in a safe and supportive environment.  

The SMC department consists of Mrs Turnbull (SMC Leader); Miss Booth; (SENCO and Assistant Head); Miss Hedley (teacher) and Miss Knight (teacher).

We aim to challenge students academically and as individuals and to provide the necessary support for them to meet their full potential.

SMC teaching at Jarrow School aims and offers opportunities for students to:

  • broaden their horizons beyond their home town/area.
  • Investigate issues that affect areas at local, national and international level.
  • Investigate issues that affect themselves and others.
  • Investigate world beliefs and attitudes.

SEND

The SMC Department will seek to provide all students with access to SMC topics at a level which is relevant to their individual need.  By identifying the needs of the individuals, it is possible to tailor activities, provide special support and appropriate learning.

In line with the whole school SEND policy the SMC team will:

  • Assist in the identification of pupils with SEND.
  • Assist in the implementation of behaviour support, social and learning programmes.
  • Provide access to the National Curriculum for all students through differentiation.
  • Liaise with appropriate groups (SENCO, learning mentors, HOY, classroom support assistants) in order to provide the best support for individuals.
  • Identify the social, behavioural, physical, educational needs of students on class registers in order to promote staff awareness and referral to Pupil Profile.

The SMC team will identify pupils who consistently fail to progress with reference to the following criteria:

  • Have difficulty recalling simple/recent concepts.
  • Cannot link ideas together.
  • Will only consider one factor.
  • Have difficulty using basic sentence structure.
  • Cannot comprehend numerical units.
  • Find it difficult to identify the main points.

Most Able and Talented 

The SMC team will provide the environment and opportunities in order to challenge students and promote academic achievement.  In addition to supporting any whole school initiative aimed at raising pupil achievement, the faculty will continue to employ thinking skills and develop exam techniques.

The SMC Department will:

  • Assist in the identification of the Most Able and Talented students.
  • Assist in the implementation and development of whole school strategies, initiative and programmes.
  • Keep a register of talented students in SMC.
  • Provide opportunities for enrichment out of the classroom environment.

The Most Able and Talented students are given a range of opportunities to reach their full potential through challenging activities.  High order skills both challenge and equip the individual.  Skills may include learning extensive vocabulary, statistical manipulation, high-order graphical interpretation and discussing explanations. Students express opinions and consider the wide range of viewpoints and reasons behind them.  By studying a wide range of relevant topics, breadth and depth of knowledge are enhanced.  

Students are given opportunities to analyse and synthesise information as well as review the validity of resources.  In SMC open-ended research allows pupils to select, organise and deploy a wide range of relevant information.  By understanding their own learning students are given the opportunity to build on their strengths and apply knowledge/understanding.

Assessment

Marking books

The SMC Team utilises a comment only marking policy to provide regular feedback.

Comments will identify what has been done well and what still needs improvement, and give guidance on how to make that improvement.  Comments will identify small steps to enable students to see their progress, improve and build confidence and self-esteem. In line with the whole school literacy policy spelling, punctuation and grammar mistakes will be identified. Some negative comments may be used but attempts will be made to stay positive. 

Staff will ensure that there are clear, shared expectations about the presentation, quantity and quality of work. Where a mark is awarded the mark scheme or criteria must be sufficiently shared with the students, including actual assessment percentages at Key Stage 3 and 4.

Teachers will explain to students that they will receive detailed written feedback on their work periodically and selectively that not every piece of work will be marked.  

Teachers’ comments will:

  • focus on the learning objectives selectively
  • confirm that students are on the right track
  • enable the correction of errors or improvement of a piece of work
  • scaffold or support students’ next steps
  • comment on progress over a number of attempts
  • avoid comparisons with other students
  • provide students with the opportunities to respond.

Daily/weekly

Day to day assessment is used to establish whether students are achieving the learning objectives and to what extent they are achieving these.  Much of the assessment through questioning, listening, and observation is not recorded.  Planning for the next lesson/series of lessons takes in to account to what extent students have met the learning objectives.  This relies on sharing clear learning objectives/intentions in order to focus students on the purpose of each task.  This aims to be an integral part of each lesson.  Oral feedback is used as a powerful tool to give instant correction and praise.

Termly/annually

Schemes of work contain specific activities for assessing students’ understanding and grasp of skills.  Such tasks are marked against specific criteria/objectives. Assessment tasks and test results are recorded centrally for students’ tracking and comparison.

Students are involved in a review and reflection process, which enables them to set percentage targets for future improvement.  Where possible any review will be referenced to these percentage targets.

Unit 2: 20th Century Depth Studies

Section A The Roaring 20s: USA 1919-1929

Section B Depression and the New Deal: The USA, 1929-1941

Section C War in Vietnam, 1964-1975

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Jarrow School
Field Terrace
Jarrow
Tyne & Wear
NE32 5PR

Email: info@jarrowschool.com
Tel: 0191 4283200
Fax: 0191 4283202

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