We aim to create a climate and ethos at Ludlow School, where the development of Spiritual, Moral, Social & Cultural Development (SMSC), enables all our students to grow and flourish, become confident individuals, and appreciate their own worth and that of others.

Outstanding SMSC can be seen where SMSC development underpins all the school’s curriculum and teaching. Impact is evident in and beyond all classrooms, and through our students’ attitudes.

Defining Spiritual, Moral, Social and Cultural Development

Providing a definition of SMSC that is universally accepted is not straightforward. However, the Ofsted Education Inspection Framework says (Sept 2019):

Provision for the spiritual development of pupils includes developing their:

◼ ability to be reflective about their own beliefs (religious or otherwise) and perspective on life

◼ knowledge of, and respect for, different people’s faiths, feelings and values

◼ sense of enjoyment and fascination in learning about themselves, others and the world around them

  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences

Provision for the moral development of pupils includes developing their:

◼ ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England

◼ understanding of the consequences of their behaviour and actions

◼ interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Provision for the social development of pupils includes developing their:

◼ use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds

◼ willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

◼ acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Provision for the cultural development of pupils includes developing their:

◼ understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

◼ understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain

◼ ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities

◼ knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

◼ willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities

◼ interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Desired Outcomes

At Ludlow School, we aim to ensure all students experience and demonstrate the following in the four SMSC areas:

Spiritual Education

  • Develop personality and character
  • Are self-aware and sensitive to the needs of others
  • Think deeply and reflect
  • Experience a sense of awe, wonder and mystery
  • Have clear personal values and are open to new ideas
  • Appreciate the importance of beliefs and values in human affairs
  • Have a clear sense of identity and belonging
  • Are able to express their feelings and emotions openly
  • Are creative, imaginative and perceptive
  • Are curious about the world around them
  • Respond with interest and develop from new experiences

Moral Education

  • Take personal responsibility for their actions
  • Know the difference between right and wrong
  • Tell the truth and keep promises
  • Respect the rights and property of others
  • Exercise self-discipline
  • Understand the consequences of the actions of themselves and others
  • Help those less fortunate than themselves
  • Show a keen interest in ethical issues
  • Make reasoned and responsible responses to moral dilemmas
  • Reassess values in the light of experiences
  • Articulate their own attitudes and values
  • Help set guidelines to govern their own behaviour and behave consistently in accordance with these principles

Social Education

  • Co-operate effectively with each other and participate successfully in the community as a whole
  • Develop the inter-personal skills necessary for successful relationships
  • Exercise responsibility
  • Participate successfully as a member of a group or team
  • Show respect for people, living things, property and the environment
  • Relate well to other people’s social skills and personal qualities
  • Accept others’ rights to hold different views / beliefs
  • Respect others’ needs and interests
  • Resolve conflicts intelligently and seek consensus
  • Challenge, when necessary and in appropriate ways, the values of a group or wider community
  • Reflect on their own contribution to society and to the world of work
  • Benefit from advice offered by those in authority or counselling roles
  • Appreciate the rights and responsibilities of individuals within the wider social setting
  • Understand how societies function and are organised in structures such as the family, the school and local and wider communities
  • Participate in activities relevant to the community
  • Understand the notion of interdependence in an increasingly complex society.

Cultural Education

  • Understand that cultures are always changing and equip students to cope with change
  • Have insight into their own and others’ cultures
  • Embrace and celebrate diversity
  • Challenge any form of prejudice
  • Recognise and understand their own cultural assumptions and values
  • Appreciate cultural diversity and accord dignity and respect to other people’s values and beliefs
  • Are open to new ideas and demonstrate a willingness to modify cultural values in the light of experience
  • Develop an ability to use language and understand images / icons – for example, in music, art, literature – which have significance and meaning in a cultural context
  • Are willing to participate in, and respond to, artistic and cultural enterprises
  • Experience a sense of personal enrichment through encounters with cultural media and traditions from a range of cultures
  • Have a regard for the heights of human achievement in all cultures and societies
  • Appreciate the diversity and interdependence


Evidence can be found in many different forms. It could include:

  • Positive attitudes and values
  • Lesson observation of teachers’ promotion of SMSC opportunities
  • Curriculum contribution to SMSC of different subject areas
  • The range and uptake of opportunities provided by the school outside the formal curriculum
  • Assemblies and tutor time activities
  • PSHE, RE, RSE and Citizenship programmes
  • Analysis of behaviour/bullying/Hate Crime incidents
  • Evaluation of students’ attitudes and changes over time – Student Voice
  • Classroom climate for learning: students’ attitudes and response from lesson observations and learning walks
  • School ethos (from student/parent surveys, external evaluation, learning walks, visitor feedback)
  • Relationships developed by the school with the wider community



The English Department is proud to offer a range of Spiritual, Moral, Social and Cultural experiences through English lessons and extra-curricular activities.


Spiritual education in English focuses on reflective and empathy skills, celebrating individual differences.  Through studying a range of novels, poetry, plays and non-fiction texts, students engage with the real and imaginary worlds around them. The variety of texts we study also provides opportunities to explore our spiritual world, with texts specifically chosen to explore themes such as death, compassion, forgiveness and the human condition. Responding to texts from our literary heritage allows students to understand that the human condition transcends time and place, and that our failings do not have to define us.


The exploration of morality is a cornerstone of study of both Literature and Language. Our texts are deliberately chosen to enable students to consider issues such as discrimination, prejudice, gender, justice and responsibility. Students are encourages to question and reason; this will enabling them to develop their own value system and to make reasonable decisions.  Texts offer up situations where what is right or wrong is not universally agreed, thereby forcing students to explore both society’s views and their own moral compass. Texts such as The Boy in the Striped Pyjamas, An Inspector Calls, and Macbeth, alongside a variety of non-fiction material, encourage exploration of what constitutes ‘right’ and ‘wrong’ decisions. Students are given opportunities to talk for a range of purposes, including exploration and hypothesis, consideration of ideas, argument, debate and persuasion.  In discussion, they should be encouraged to take different views into account and construct persuasive arguments.


Social development in English involves students reading a range of fiction and non-fiction that offers perspectives on society and the community, and their impact on the lives of individuals. Students are provided with opportunities to read texts that portray issues and events relating to contemporary life or past experience.  For instance, students will study clusters of poetry on themes such as relationships, power and conflict; exploring how characters resolve issues relating to such themes enables discussions about pupils’ own experiences.  Furthermore, social development in English centres on being a successful communicator.  Students are provided with opportunities to take different roles in group discussions and develop their understanding of what makes an effective speaker and listener.  In preparation for the GCSE speaking and listening endorsement, the KS3 curriculum offers ample scope for students to discuss, present and accurately express their ideas using Standard English.


The English department is committed to making students aware of a range of seminal texts and writers who form part of the literary canon so that all students are able to successfully navigate the cultural references which pervade our society. In addition, students, through literature from other cultures, are encouraged to think of themselves as global citizens. Texts offer students windows into cultures and values which are different to our own, encouraging empathy and understanding, even when we do not agree with actions, in order to encourage students to be tolerant of others. We offer students a chance to think about a world beyond school and we aim to use our curriculum to broaden horizons, through the texts we study and the discussions we have, so that they are able to think critically about their world and feel empowered to change it if they wish to.



Within the Mathematics department, we develop the spiritual, moral, social and cultural well-being of the students through the teaching and learning within the lessons and through extra-curricular activities. Our Maths teaching actively encourages risk-taking, which enables students to explore and try new ideas without the fear of failure.

Spiritual Development in Mathematics

Developing deep thinking and questioning the way in which the world works promotes the spiritual growth of students. In Maths lessons, students are always encouraged to delve deeper into their understanding of Mathematics and how it relates to the world around them. 

Examples of the spiritual development in mathematics include:

  • Investigating Rangoli patterns and Islamic art and the uses of symmetry.
  • Investigating Fibonacci sequence and its links to nature.

Moral Development in Mathematics

In lessons, we encourage the students to accept responsibility for the behaviour and respect for others within the lessons, and teach the students to understand the consequences of their actions on themselves and others around them. The department encourage the students to develop self -confidence within mathematics, and to build their self-esteem within the subject.   

Social Development in Mathematics

Problem solving skills and teamwork are fundamental to Mathematics, through creative thinking, discussion, explaining and presenting ideas. Students are always encouraged to develop their Mathematical reasoning skills, communicating with others and explaining concepts to each other. Self and peer reviewing are very important to enable students to have an accurate grasp of where they are and how they need to improve.

Examples of the social development in mathematics include

  • UKMT Team Maths challenges
  • The art of origami
  • Revision days for Year 11
  • Maths Clinic for the students to help them develop their own reasoning and thinking to solve maths problems, through discussions with peers and teachers alike.

Cultural Development in Mathematics

Mathematics is a universal language with a myriad of cultural inputs throughout the ages. We also explore the Mathematics applied in different cultures such as Rangoli patterns, symmetry, tessellations and Islamic geometric patterns. The ability to use exchange rates for foreign travel are also important life skills students will learn. The skills of analysing data are taught from Year 9 to Year 11 to enable students to make sense of vast amounts of data available in the modern world around them. Sixth Form students are able to extend this knowledge through the study of Statistics.

Examples of cultural development in mathematics include:

  • The uses of symmetry and Art in Rangoli and Islamic art
  • Statistical analysis of data through the year groups that will enable students to understand results and representations of data in the news.




Spiritual Education in Science involves the search for meaning and purpose in natural and physical phenomena.  It is the wonder about what is special about life, an awe at the scale of living things from the smallest micro-organism to the largest tree, and the interdependence of all living things and materials of the Earth.  It concerns the emotional drive to know more and to wonder about the world and aesthetically appreciate its wonders, including for example the enormity of space and the beauty of natural objects or phenomena, plants, animals, crystals, rainbows, the Earth from space etc.


Science encourages students to become increasingly curious to develop open-mindedness to the suggestions of others and to make judgements on evidence, not prejudice.  Students realise that moral dilemmas are often involved in scientific developments.  When considering the environment, the use of further natural resources and its effect on future generations is an important moral consideration.  The ethics of cloning and GM food are given due thought.


Social Education involves group practical work, which provides opportunities for pupils to develop team working skills and to take responsibility.  Students must take responsibility for their own and other people’s safety when undertaking practical work.  Science has a major effect on the quality of our lives.  Students are encouraged to consider the benefits and drawbacks of scientific and technological developments and the social responsibility involved.


Science involves thinking of scientific discoveries, as much of a part of our culture as great music and films.  Credit is given to scientific discoveries of other cultures.  Science is also seen as a contemporary activity and developments are made all over the modern world.  It is, therefore, an activity undertaken by a wide range of men and women in many different cultures, both now and I the past.  The interdependence of the world in environmental issues is central to science.




Development in Spanish concerns not only students’ awe and wonder of the Hispanic world and in making comparisons to their own cultures, but also at the differences and similarities that people have developed to express themselves and their ideas.  Students also look at the simplicity and the complexity of these ideas and the ways in which we learn and construct our languages.


Moral Education in Spanish concerns students using the vehicle of languages they have to make a personal response to right and wrong.  All languages carry messages about every aspect of life, including moral development, and students are able to consider other people’s responses to moral issues.


In Spanish, students learn to communicate for a purpose with people from other cultural and social backgrounds.  The social element of language learning comes both from learning about other societies and collaboration in the classroom. Through our curriculum, students have the opportunity to reflect upon a number of social issues such as poverty, environment and homelessness.


Through both linguistic and cultural study, students are able to celebrate not only Hispanic cultures, but are also able to reflect on British cultures and values. Therefore, students recognise a range of cultures and develop an awareness of the multicultural nature of society, here and abroad. Through the contributions of our Spanish assistant, this is enforced and a sense of respect for different traditions and viewpoints is developed.

Examples of Spiritual, Moral, Social and Cultural Education in Spanish include:

  • Looking at cultural festivals for example seeing how Christmas is celebrated in different countries, as well as looking at festivals, such as La Tomatina in Spain or Day of the Dead in Mexico.
  • Aiming to breakdown stereotypes and looking at the similarities as well as the differences between countries and cultures – Nationalities/Foods/School day.
  • Researching projects on different countries and preparing presentations to express our ideas
  • Students taking part in session with the Spanish Language Assistant
  • Allowing students to develop an appreciation of theatre, music, art and literature by listening to Spanish music and watching Spanish films.
  • Encouraging students’ involvement in debates and discussions on healthy lifestyles, environmental issues, marriage/divorce, poverty and charitable organisations. Students also discuss issues such as bull fighting in Spain and cultural differences between countries.
  • Students working together collaboratively on a range of activities


HUMANITIES - Geography


Geography inspires awe and wonder at the natural world: both at the physical and human features.  It also inspires wonder of the natural environment such as rivers, mountains, hills, volcanoes and the effect of weather and climate.  It also includes the effect that the environment continues to have on settlement and peoples’ daily lives.


Geography provides opportunities for students to recognise that development takes place within a global context, and that local decisions affect and are affected by decisions and processes in other countries, for example river pollution.  Issues of justice, fairness and democracy are central and can be debated in terms of students’ own experiences, as well as using geographical issues as contexts.


Geography involves the study of real people in different societies.  In looking at their own locality and others in the world, students’ sense of identity and community can be strengthened. At the heart of Human Geography is an investigation of the tensions that exit between different groups and between humans and their environment.


Cultural education involves the study of real people in real places in the present.  It provides opportunities for multi-cultural education through recognising commonalities and differences.  It also encourages students’ to reflect on their own personal reality of sense of space.

Examples of Spiritual, Moral, Social and Cultural Education in Geography include:

  • Students learning about the power of the Earth’s forces, for instance the effects of earthquakes and their impact on people
  • Understanding the threats to the planet, both now and in the future, including global warming
  • Students understanding and debating the conflicting values and opinion held by different groups of people involved in issues such as tourism and conservation
  • Students discussing the consequences of globalisation and its impacts on workers and their possible exploitation
  • Students discussing the changing urban environments, as well as discussing people’s role in the decision making process
  • Students becoming aware of the social problems of settlement decline
  • Understanding the social consequences of a variety of topics, including trade and aid around the world




Spiritual education in History involves the mystery of how and why events in the past happened and their many causes, and helping students to a realisation that events did not have to happen that way; they could have taken other directions.  It also involves realising the incredible significance that some individuals have had in the past, the distortions that can take place through time, and the multitude of different interpretations that can be made about one single event.  History allows students to see the similarities between people now and in the past, and sometimes through sources and artefacts, we feel that we can almost reach and touch them.  Artefacts, for example, can bring us closer to people through touching what they felt, feeling their shoes, clothes etc.


History involves students being encouraged to comment on moral questions and dilemmas.  History is a story of right and wrong, and students develop the ability to empathise with the decisions which ordinary people made at the time, based on their historical situation.


History encourages students to think about what past societies have contributed to our culture today.  Students own social development is encouraged through working together and problem solving.  History also has a role to play in helping people to express themselves clearly and communicate better.


Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Examples of Spiritual, Moral, Social and Cultural Education in History include:

  • Students being given the opportunity to explore the beliefs and values from past societies and from a range of different countries. They are then able to use this information to compare and contrast with their own values and beliefs and also those of modern Britain
  • Students questioning the moral codes of different societies
  • Students exploring the nature of slavery and the slave trade in the 18th and 19th centuries. They compare the values with their own beliefs about rights and slavery
  • Students exploring why men joined the army in 1914, and the issues of right and wrong in fighting for your country
  • Students examining the Bayeux Tapestry and the story it tells
  • Students exploring the treatment and persecution of minorities in Hitler’s Germany




RE involves the experience and search for meaning, the purpose in life and the values by which we live.  In learning about different religions and why people believe, students should have the opportunity to learn from their experiences, to reflect on and interpret spirituality and their own lives and discuss and reflect on ultimate questions.


RE allows students to learn about shared and differing moral values.  RE allows students to debate moral dilemmas about right and wrong, good and bad, peace etc.  RE allows students to discuss issues, such as people’s responsibility towards the world and future generations. Through RE, students have the opportunity to make a personal response to right and wrong and to consider other peoples’ responses to moral issues.


RE involves exploring similarities and differences in religions and cultures through which students should begin to link religion to personal action in everyday life.  This is reflected in their relations with others in the classroom and their ability to work together co-operatively.


Cultural education in RE involves learning about other religions, giving students an opportunity to learn what it means to belong, to develop confidence in themselves, and be able to respond positively to similarities and differences in our multi-faith and changing society.

Examples of Spiritual, Moral, Social and Cultural Education in Religious Education include:

  • Students being given the opportunity to explore the beliefs and values from a range of different religions and cultures, and learning about shared and differing views and beliefs
  • Students exploring beliefs and values on key moral and ethical issues from different perspectives e.g. euthanasia, abortion, life after death, why we are here and science vs religion
  • Students exploring and examining a range of different religions and cultures, giving them opportunity to develop an understanding of multiculturalism, diversity and respect for others
  • Students becoming aware of the positive impact in society of different religions through knowledge of how religion can affect daily life and moral decisions made by religious people
  • Students examining aspects of religious architecture, religious paintings and religious symbols and their meanings




Child Development allows students the opportunity to consider and discuss questions relating to the meaning of life, the nature of humanity and the recognition of individual worth.  The concepts permeate the study of Child Development and will develop naturally from the sense of awe and wonder engendered by the birth and development of a child.


Child Development involves students recognising and understanding that values, attitudes and beliefs in what is right or wrong, bad or good, will differ in both individuals and communities.  These issues will impact directly on the day-to-day decisions that have to be made by parents, or those considering parenthood, with regard to their responsibilities towards their child.


Social Education in Child Development involves students learning to understand and respect different approaches to child development and how these are influenced by the society into which a child is born.  Opportunities also exist to consider questions of group identity, belonging and behaviour which directly influence both parents and children.  They will also investigate the stages of socialisation.


Child Development involves students considering the values, attitudes and roles of people that prevail in societies and communities.  They will learn to understand and respect different approaches to child development and how these are influenced by the community into which a child is born.  Questions of parents’ responsibilities, attitudes to child care and provision of communal services will be particularly relevant.  Students also consider the ways in which children are brought up in different cultures, which is both interesting and valuable.

Examples of Spiritual, Moral, Social and Cultural Education in Child Development include:

  • Students having the opportunity to study birth control and the views of different groups of people on this issue
  • Students having the opportunity to study the views of different groups on the conception of a child
  • Students studying birth and then considering the views of different groups of people in relation to pain relief during birth
  • Students having the opportunity to consider how different groups of people have different approaches to raising a child including the diet and health of the child
  • Students learning about different types of family and the impact this can have on the development of the child
  • Students learning how child development can be influenced by the society or community into which a child is born
  • Students studying types of child care provision and the economic factors that affect the choices people make on the types of care and support provided for children




Spiritual education in Health and Social Care allows students the opportunity to consider and discuss questions relating to the meaning of life, the nature of humanity and the recognition of individual worth.  The concepts permeate the study of life from birth to death.


Health and Social Care involves students recognising and understanding that values, beliefs in what is right or wrong, bad or good, will differ in both individuals and communities.  These issues will impact directly on the day to day decisions that have to be made by individuals at all ages.


Social education in Health and Social Care involves students learning to understand and respect different approaches to the decision making processes and how this can be influenced by the society in which they are living in.  Opportunities exist to consider questions of group identity, belonging and behaviour which directly influence individuals at different life stages.


Health and Social Care involves students considering the values, attitudes and roles of people that prevail in societies and communities.  They will learn and respect different approaches to the different life stages, and how these are influenced by the community in which they were born in to and live.

Examples of Spiritual, Moral, Social and Cultural Education in Health and Social Care include:

  • Students have the opportunity to study religious and cultural factors that affect development
  • Students have the opportunity to study what is meant by a diverse culture, and the meeting of needs of different religions and cultures
  • Students have the opportunity to study how different factors of life experiences affect development
  • Students have the opportunity to study how different social and emotional factors affect development in the different life stages
  • Students have the opportunity to study a variety of legislation that is the basis of ‘care values’- Human Rights, Children’s act, Mental Health act, Disability and Discrimination act




Spiritual education is encouraged and provided for through the experience and emotion of a response to the creative process. Through a sensual and reflective approach to feeling, seeing and hearing students respond creatively themselves.  We aim to nurture feelings of appreciation and inspiration; enhance moods and enable students to reflect on the beauty and creativity of artistic expression in art, music, dance and drama.


Students express their own response to moral dilemmas and ethical issues by using challenging and thought-provoking stimuli.  They can evaluate and appreciate the work of practitioners in expressing unfairness or injustice and in celebrating the power of good over evil.  As an integral part of their learning and development, students are encouraged to engage in critical discussion in response to contemporary and/or historical issues, and to devise a response through art, dance, drama and music.


Creative and Performing Arts provide an individual and collective experience which contributes to students’ social development.  Through group collaboration, students develop social skills in sharing ideas, then selecting and developing them through co-operation and mutual agreement. Similarly, a performer requires the ability to accept their appropriate place in the group, whether it is the solo or a supportive role.  Students are guided towards an understanding that they have a responsibility to the rest of the group and must not let them down.  All creative and performing arts provide the opportunity to explore and express ideas and feelings.  Throughout this process, students will develop their ability to identify, listen to, understand and respect the views and values of others in discussion.


Cultural education is provided for as students develop an aesthetic appreciation of the arts drawn from a wide variety of traditions with a diversity of genres, forms and purposes.  Students have an opportunity to explore aspects of their own culture and begin to recognise, and appreciate, differences in music, dance, drama and art from different times and places.  They can also begin to make connections between different cultures.

Examples of Spiritual, Moral, Social and Cultural Education in Creative and Performing Arts include:

  • Students speaking about difficult events, e.g. bullying, death etc
  • Students being involved in community events, including collaboration with the local church, primary schools and nursing homes.
  • Students being given the opportunity to meet people from different cultures and countries e.g. Pearl of Africa Choir
  • Students participating in a variety of different educational visits e.g. theatre/concert/art trips
  • Students listening and responding appropriately to the views of others.
  • Students learning an awareness of treating all as equals, accepting people who are different because of physical and learning difficulties
  • Students discussing their beliefs, feelings, values and responses to personal experiences.




Spiritual education within Technology involves giving students the opportunity to react to, reflect on, and wonder at the contribution of past generations to the simplicity and complexity of the manmade world and the variety of resources available to them.


Moral education involves understanding that decisions to make things can have both positive and negative effects on environments.  Students are guided to consider ethical and practical issues regarding technological development, Health and Safety, healthy living, environmental impact, and commercial fairness.


Students’ ability to co-operate are enhanced through activities such as collaborating on design ideas and making products together. Through discussion and group collaboration, students develop social skills in sharing ideas, then selecting and developing them further to create new and inventive outcomes.  It also gives new and different goals in order to make something unique, and helps students to assess objects in terms of usefulness, function, aesthetics and cost effectiveness. This creates an awareness that simple solutions can be used to solve complex problems.


In Technology allows students the opportunity to value artefacts and food from their own culture and other cultures.  They also compare similarities and differences between how things were made in the past, compared with how they are made today. 

Examples of Spiritual, Moral, Social and Cultural Education in Technology include:

  • Students having the opportunity to reflect and consider how technology controls and contributes to aspects of the made-world.
  • Students having opportunities to consider cultural trends in design.
  • Students having opportunities to consider the development of cooking and nutrition and its wider impact on a healthy lifestyle.
  • Students producing a wide range of food dishes from various cultures and discussing the historical, cultural and geographical contexts that have created this diversity.
  • Students reflecting on the development of their ideas and evaluating their outcomes in collaboration with others, including members of their own family.
  • Teachers demonstrating the Computer Aided Manufacturing (CAM) process and pupils comparing and contrasting CAM with historical methods of manufacture.
  • Students using images from cultural festivals from around the world and developing a textiles product in response to those images.
  • Students dissembling a range of manufactured products and discussing problems concerning the recycling of materials that have fulfilled their use.
  • Consideration of the constraints of materials and relevant inventions to the design process and discussing the number and range of countries which produce for markets all over the world today.



The PE Department is proud to offer a range of Spiritual, Moral, Social and Cultural experiences through lessons and extra-curricular activities.


Students develop their knowledge and understanding of the body’s performance when exercising; this leaves students amazed at the body’s ability. This is also linked to the Christian value ‘Endurance’, as students have to show endurance when exploring the body’s capabilities. Through sports such as Gymnastics, students are being creative, expressing feelings and emotions in their performances. Allowing students’ reflection time to evaluate their experiences allows them to build a positive mind-set and promotes progression. Students will also see a sense of awe and wonder when observing elite performance from professional athletes and their peers.


Living a healthy lifestyle and promoting healthy living is apparent in each P.E lesson at Ludlow CE School. Students develop the ability to tell between right and wrong through fair play, sportsmanship and correct etiquette in sporting events and participating in competitive situations, giving students a sense of justice, and how to respond appropriately when they feel there is an injustice. The frequent opportunity given to students to lead sessions, coach others, umpire and referee supports the importance of abiding by rules. Students are challenged to consider ethical and moral issues by discussing the use of enhancement drugs in sport and how fair or unfair this may be during GCSE PE and BTEC Sport lessons.


The nature of PE allows all students to develop the necessary skills to work collaboratively in teams or pairs, as the majority of activities are based around team games or creating sequences in groups, co-operation with others is paramount to success. Giving the students roles such as leaders, coaches, or umpires, offers students the opportunity to develop their communication skills, leadership skills and the ability to settle any discrepancies which may occur. Students are encouraged to reflect upon feelings of enjoyment and determination.


Students are given the opportunity to experience sports from different cultures across the world and celebrate sporting events, such as Common Wealth Games, World Cups and Olympics in lesson time. Students also have the opportunity to attend sporting trips. Students also recognise and discuss the differences between male and female roles within sport, at both elite and amateur levels. Compassion and respect for other culture and traditions is also displayed by all when exploring unfamiliar games. Students will discuss how culture affects what sports different nations excel at and how cultural traditions can affect which sports men and women participate in.

Specific examples of Spiritial, Moral, Social and Cultural Develop in PE include:

  • Students discussing learning objectives and reflect upon issues as well as listening to others opinions.
  • Strategies and tactics being introduced to Students
  • The role of coaches, leaders, and umpires are used to develop pupils’ sense of right and wrong. Students have many opportunities to lead and coach sessions in the wider community as we as at school.
  • Students witnessing positive behaviour in PE and are allowed the opportunity to reflect upon the need for rules and fair play.
  • Students becoming aware of different cultural attitudes towards aspects of physical activity.
  • Discovering the role of sport within society including learning games from different traditions and attending sporting events.
  • Students learning to cope with their emotions in socially acceptable way during competitive situations.




Development within Business Studies involves students being encouraged to explore sexism, racism and discrimination in the workplace through the discussion of employment laws.  Students are encouraged to express their own opinion and explore different examples.  Students also explore their own feelings and meaning and reflect upon topics such as ethics.  Students are encouraged to explore these concepts and challenge the actions that businesses should take.  This also helps to develop students’ empathy and compassion skills, and allows them to take into consideration other people’s aims, values, principles and beliefs.


Development within Business Studies involves students being required to evaluate, comment upon and discuss various moral issues relating to business practices.  They will do this through the use of observations, gathering of information and studying given case studies to support this.  Students are given the opportunity to consider a variety of information relating to real life business scenarios in order to make valid judgements.  Students spend a large proportion of the course investigating the impact of the actions of a business upon society and the local community in which they operate.  For example, students consider the political, social, environmental and technological issues arising as a result of a business decision.  Students also draw upon their own knowledge to distinguish between what is right and wrong.  As part of GCSE Business Studies, students have a willingness to express their views on ethical issues.


Development within Business Studies involves students being encouraged to develop their team working skills through collaborative work and research.  The students also explore the concept of teams and the roles that individuals have to play and how this can impact a business.  Throughout the curriculum, students are given the opportunity to exercise their leadership skills.  Students often work collaboratively to understand new concepts and share information researched, thus giving the students responsibility over their work.


Development within Business Studies involves students being given the chance to see how the functions of a business operate.  Students look at the changes within society and how they may impact on businesses.  In Year 11, students look at the topic of the EU and how this impacts upon business trade. Students are encouraged to explore the wealth of different countries and how developed they are.  Students also have the opportunity to look at how organisations work by visiting businesses. 

Examples of Spiritual, Moral, Social and Cultural Education in Business Studies include:

  • Students looking at the moral issues associated with business promotion and advertising and considering what the “correct” conduct is for a business to undertake
  • Students considering the impact that various businesses both local and national will have upon their local areas and communities
  • Students looking at the impact that businesses have upon the different stakeholders who have an interest in the way that a business operates
  • Students investigating business ethics and considering the ethical boundaries in which businesses must operate within
  • Students looking at the cultural differences between different customer groups which businesses may be targeting their products/services towards and how these differences will impact upon sales
  • Students looking at the issues of unemployment and economic factors relating to businesses, and thinking about how these external factors will have an impact upon society
  • Students considering the costs and benefits to society and the wider community as a result of business decisions




Education in computing provides opportunities for reflection of awe and wonder about the achievements in computing today and the possibilities for the future.  Computing lets students have the opportunity to reflect on, for example, how computers can sometimes perform better in certain activities than people.  To promote students’ spiritual development, their sense of self and their will to achieve, the computing department continually takes the opportunity to praise students for their contribution in lessons.


Education in computing helps students to explore aspects of real and imaginary situations and enables them to reflect on the possible consequences of different actions and situations.  It can raise issues such as whether it is morally right to have computer games whose aim is killing and violence, and whether it is fair that some people in this country and in other countries cannot use the internet.  Through real life case studies, students also consider issues surrounding the misuse and access rights to personal data.  Other moral issues surrounding the topics of e-waste and the digital divide are also explored through case studies.


Education in computing involves collaborative work which encourages social development. Computing can also help all pupils to express themselves clearly and to communicate.  As students’ progress through their learning they will consider more complex social needs and are encouraged to research and work collaboratively to find appropriate solutions to issues that may affect particular groups within society.


Education in computing involves the breaking through of linguistic and cultural barriers.  It is possible to e-mail or chat across the world and to word process in the mother tongue.  Computing creates new opportunities to communicate such as social networks. Whilst studying various aspects of computing, students are asked to reflect on how different cultures are portrayed on the internet and why or who is portraying them in this way. Students are also challenged to think about how differing cultures access and use the internet and what implications this has on the individual and the culture.

Examples of Spiritual, Moral, Social and Cultural Education in computing include:

  • Using the internet to ensure that every student makes use of e-mail facilities to work with other students
  • Use case studies that include other cultures for debate and discussion on censorship, propaganda and privacy.
  • Students exploring moral issues relating to access when considering the use of large information systems e.g. who should know about criminal records
  • Students gaining access to information and resources through the network and the internet, and learning that people throughout history left evidence of spiritual concerns related to religion
  • Understanding the use of and limitation of automatic foreign language translators in the understanding of other cultures
  • Considering the potential use of identity cards and similar systems, to balance up people’s rights and responsibilities.


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