Manor Academy

Achievement, Engagement and Enjoyment.

Spiritual, moral, social and cultural development

At Manor Community Academy we aim to nurture and develop well-rounded young people who are tolerant of the opinions of others and are able to make the correct life choices; positively contributing to their local and wider community.

Our pupils are prepared to be effective ?life-long? learners and they are well-equipped for the next stage of their educational career.

Pupils at Manor Community Academy???

Spiritual development

  • reflect on their own beliefs and experiences and respect other people?s faith, feelings and values
  • show interest in learning about others and the world around them
  • use creativity and imagination in their learning

Moral development

  • recognise the difference between right and wrong, apply them to their own lives and respect the law
  • understand the consequences of their behaviour and actions
  • offer reasoned views about moral issues and appreciate the views of others on these issues

Social development

  • use a range of social skills in different situations, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds
  • participate in community and social activities; cooperate well with others and are able to resolve conflict
  • accept and engage with British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
  • develop skills and attitudes that allow them to participate and contribute positively to life in modern Britain.

Cultural development

  • understand and appreciate the wide range of cultural influences that have shaped their own heritage and that of others
  • understand and appreciate the range of different cultures within school and community as an essential element of their preparation for life in modern Britain
  • have a knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • are willing to participate in and respond positively to artistic, sporting and cultural opportunities
  • show respect for different faiths and cultural diversity and understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Through the following:

English:

  • Developing confidence and expertise in language, which is an important aspect of individual and social identity;
  • Enabling pupils to understand and engage with the feelings and values embodied in high quality poetry, fiction, drama, film and television;
  • Developing pupils? awareness of moral and social issues in fiction, journalism, magazines, radio, television and film;

Mathematics:

  • Pupils considering the development of pattern in different cultures including work on tessellations such as using Rangoli designs or the use of religious symbols for symmetry
  • Pupils investigating different number sequences and where they occur in the real world
  • Allowing discussion on the cultural and historical roots of mathematics, such Pythagoras? theorem Contribution of the Science Faculty

Science:

  • Encouraging pupils to reflect on the wonder of the natural world;
  • Awareness of the ways that Science and Technology can affect society and the environment;
  • Consideration of the moral dilemmas that can result in scientific developments;

Computer Science & ICT:

  • Preparing the pupils for the challenges of living and learning in a technologically-enriched, increasingly inter-connected world;
  • Making clear the guidelines about the ethical use of the internet;
  • Economical, Educational, Cultural and Social impacts of the digital divide.

Business:

  • Looking at the moral issues associated with business promotion and advertising and considering what the ?correct? conduct is for a business to undertake
  • Investigating the cultural differences between different customer groups which businesses may be targeting their products/services towards and how these differences will impact upon sales
  • Investigating the issues of unemployment and economic factors relating to businesses, and thinking about how these external factors will have an impact upon society

History:

  • Looking at the creation and evolution of British society;
  • Enabling pupils to reflect on issues such as slavery, the holocaust and Imperialism;
  • Showing an awareness of the moral implications of the actions of historical figures.

Geography:

  • Opportunities for reflection on the creation, earth?s origins, future and diversity are given;
  • Reflection on the fair distribution of the earth?s resources and issues surrounding climate change;
  • Studies of people and physical geography gives our pupils the chance to reflect on the social and cultural characteristics of society.

RE:

  • Providing the opportunity to explore the beliefs and values from a range of different religions and cultures.
  • Exploring beliefs and values on key moral and ethical issues from different perspectives e.g. euthanasia, abortion, life after death.
  • Exploring and examining a range of different religions and cultures, giving them opportunity to develop an understanding of multiculturalism, diversity and respect for others.

Leisure and tourism:

  • Learning the benefits sustainable tourism and eco-tourism can have on preserving habitats and raising standards of living for people in poorer parts of the world.
  • Looking at the impact of various different methods of travel to a range of leisure and tourism destinations.
  • Learning how different leisure and tourist facilities cater for a range of different types of people and cultures, for example families and people with disabilities.

MFL:

  • Pupils gain insights into the way of life, cultural traditions, moral and social developments of other people;
  • Pupils reflect on the differences and similarities between their lives and those of young people in other French- and German-speaking countries;
  • Pupils interact with young people abroad via penpal / email exchanges and get to know French and German native speakers through the Foreign Language Assistants programme;

Art:

  • Art lessons develop pupils' aesthetic appreciation;
  • In turn, Art evokes feelings of 'awe' and 'wonder';
  • Giving pupils the chance to reflect on nature, their environment and surroundings.
  • Studying artists with spiritual or religious theme, issues raised by artists which concerns ethical issues, such as War painting.

Drama:

  • Explore values and beliefs, for example through collective singing;
  • Discuss/reflect upon a range of personal experiences (own performance) and observed experiences (trips, concerts and peer performances);
  • Offer a range of high quality extra-curricular music enrichment activities, for example access to individual instrumental/vocal/theory lessons with specialist peripatetic teachers.

Music:

  • Pupils speaking about difficult events, e.g. bullying, death etc
  • Pupils participating in a variety of different educational visits e.g. theatre/concert/art trips
  • Pupils learning an awareness of treating all as equals and accepting people who are different to them.
  • Pupils discussing their beliefs, feelings, values and responses to personal experiences.

Design and Technology:

  • Reflecting on products and inventions, the diversity of materials and ways in which design can improve the quality of our lives;
  • Awareness of the moral dilemmas created by technological advances;
  • How different cultures have contributed to technology;
  • Opportunities to work as a team, recognising others? strengths, sharing equipment.

Physical Education:

  • Activities involving co-operation, teamwork, competition, rules, self-discipline and fair play;
  • Exploring the sports and traditions of a variety of cultures.
  • Individual activities that provide the opportunity for self-reflection, awareness and challenge.

Other KS4 Courses

Child Development:

  • Pupils 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
  • Pupils learning about different types of family and the impact this can have on the development of the child
  • Pupils learning how child development can be influenced by the society or community into which a child is born

Health and Social Care:

  • Pupils learning about the importance of upholding service users? rights and how these are protected by legislation such as the Equality Act
  • Pupils learning about the importance of the care values and giving examples of how they are used (links to integrity, justice, trust, endurance etc)
  • Pupils studying types of health and social care provision and how economic factors such as poverty can affect choices made and access

also Year Group Assemblies every week and Extensive charity work including Kilamatinde Trust and Butterwick Children?s Hospice.