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Spiritual, Moral, Social and Cultural Development




Pupils’ spiritual, moral, social and cultural development has an important role in preparing children for adult life, employment and lifelong learning. It enables them to develop respect for and sensitivity to others, and enables children to challenge prejudice. SMSC contributes to children’s well-being and promotes ways in which communities can live and work together.


At Merritts Brook E-Act Primary Academy we promote the children’s SMSC development through both planned and spontaneous opportunities to capitalise upon learning and enrichment opportunities. The following is an example of some of the opportunities and experiences that we provide for the children within our academy.









Merritts Brook E-Act Primary Academy – Spiritual Development

Pupils’ spiritual development is shown by their

  • Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible.
  • Use of imagination and creativity in their learning
  • Willingness to reflect on their experiences.


  • Opportunities for independent learning & exploration – pupils choose their activities during nursery and pm reception lessons, homework projects are set
  • look at stories which tell of achievement against the odds which have the capacity to inspire – year 3 narrative unit adventure and mystery, year 4 unit stories which raise issues, Value assembly stories e.g. Rosa Parks, David Weir
  • hearing imaginative, mystical, fantasy stories which take them outside of the mundane, year 4 narrative unit stories set in imaginary worlds, year 1 narrative unit traditional fairy tales, Year 2 traditional stories and favourite authors (Julia Donaldson)
  • playing with different forms of language and how words sound – phonics sessions (sudo words), language investigation during basic skills in every class, year 2 poetry unit ‘patterns on the page’, year 3 unit ‘language play
  • enjoying writing in various poetic forms about the natural and human made world – year 5 unit ‘classic poems’,
  • listening to poetry – poetry units in all year groups
  • working with storytellers, actors and writers to stimulate imagination and creativity( Paul Cookson, Kev Southerland etc)
  • expressing their personal thoughts views, beliefs, opinions and feelings – opportunities to respond to video and text stimulus, paired talk during literacy lessons
  • empathising with the emotions of characters in stories including through imaginative play and role-play  - drama phase in year 1 stories with familiar settings unit, year 3 dialogue and plays unit, use of conscience alley in response to texts
  • expressing their inner self in relation to others through drama – year 2 hero topic
  • using the senses – year 1 poetry unit ‘using the senses’, senses walk in year 1 as part of the unit
  • experiencing fascination, awe and wonder – lesson starters ‘hook’ pupils interest e.g. could be mystery, curiosity, novelty or particular relevance or the teacher intervenes to promote engagement
  • opportunity to reflect and learn from reflection – plenary sessions to reflect on their learning, each lesson pupils respond to their feedback



  • having fun with numbers and data –Whole school inspire workshops, counting songs in EYFS, number rhymes in KS1 – challenge tables throughout
  • recognising ‘wow’ moments  - Challenge tables – whole school problem solving, awe and wonder
  • wondering at the beauty of order and patterns; symmetry in the natural world e.g. flowers, - Reception trip to the farm, Yr 4 trip to Wyre Forest on number trails, Year 5 collection of bugs in to investigate patterns and behaviour
  • noticing naturally occurring mathematical forms e.g. hexagons in snowflakes and in honeycombs – shape work in all year groups, patterns in art. Paired talk sessions, awe and wonder, gardening project to enble children to measure the produce they are gowing
  • engage in increasingly challenging problem solving activities, persevere to overcome difficulties and experience the pleasure and satisfaction in reaching a solution – Inset for all staff, problem solving display in classrooms and pencils in books to support learning, role play areas for EYFS and KS1
  • opportunities to discuss methods and how to solve calculations – paired talk throughout sessions, plenaries and mini plenary to respond and feedback, challenge activities




  • consider the fact of life, growth, decay and death and how different organisms are dependent upon each other – year 2- being healthy, living things, habitats, year 6 mould experiments
  • using senses to become aware of the world around them – life processes and living things science theme during  year 3 wild wood topic
  • appreciating the beauty of the natural world –content of cornerstones topics e.g. Y1 big wide world,  awe and wonder weekly sessions
  • asking questions about life and its origins – weekly awe and wonder
  • developing a sense of awe and wonder at the complexity and pattern in natural phenomena. Weekly awe and wonder sessions
  • being fascinated by how things work and what might happen- All year groups relate science topics to the real world.
  • encouraging a sense of wonder in scientific discovery
  • working with ‘variables’ – learning to test predictions, accept failure and try again- All year groups have the opportunity to think about what they would like to test. They evaluate their investigations, thinking about why things have happened and have the opportunity to discuss the unexpected.
  • learning to value and respect all forms of life – gardening beds in the playground


  • becoming familiar with what ‘spiritual’ means in the religions they learn about – year 5 Buddhism and meditation
  • exploring the insights, beliefs and teaching of faith traditions – visits , year 3 Synagogue visit
  • exploring beliefs and values, through stories, celebrations, rituals and practices – Chinese new year in Nursery and Year4, stories in values assemblies
  • reflecting on what they learn about religions children respond to lesson feedback yrs 1-6. Y5 meditation/reflection as part of the lesson
  • developing their own beliefs and values – weekly value assemblies and pshce/circle time sessions, awe and wonder, meditation in Y5
  • valuing intuition – role play in EYFS and KS1
  • appreciating the beauty and order of natural and human made world
  • responding to their world with awe and wonder – weekly awe and wonder sessions in all year groups
  • asking ultimate questions – responding to the challenging experiences of life, death, suffering, right and wrong – awe and wonder weekly sessions – Easter assembly led by year 5
  • expressing their thoughts creatively, through the pshce sessions, RE syllabus encourages creative thinking
  • encourage an understanding and respect for those who hold views different from their own – circle time in EYFS and KS1, RE curriculum across the school


  • reflect on goals and values e.g. whether the pursuit of fame, wealth or possessions brings fulfilment and happiness – Heroes & villains topic in year 5: what makes a hero?
  • be aware of the influence of different faiths on life, culture and the landscape year 3 synagogue visit, year 5 lessons on sikh langar, year 4 topic famous landmarks in Birmingham
  • appreciating and valuing their own identity – their links with the past and the impact of past events on their own present existence – Year 2 fire of London, Heroes & Villains topic Year 5
  • experiencing a sense of wonder by contact with the past (visits, artefacts)- Art Gallery visit Year 5, Museum visit Year 4, Buddhist shrine set up in Y5 class & meditation exercises
  • valuing past human achievement and spirituality – Year 2-  Florence Nightingale, Nelson Mandela Year 5
  • becoming aware of the concept of time-past, present, future and our part in it use of timelines, family trees, identifying hopes for the future, setting personal goals
  • reflect on the power and implications of the workings of nature e.g. the consequences of natural events such as earthquakes, flooding, hurricanes, volcanic eruptions – volcano topic in year 4, rivers topic Year 5, awe & wonder sessions
  • reflecting on a variety of landscapes and locations – oyear 1 – enchanted woodland topic, outdoor education, Year 4 Wye Forest Field Trip, Year 4 famous landmarks in Birmingham & model building
  • gaining a sense of their own place and their own values – writing their own ‘I have a dream’ speeches

reflecting on their own identity by studying their own locality – year 5 river study at Sarehole Mill, Year 2 local detective topic

  • celebrate and recognise the relevance of Black History – Nelson Mandela project in year 5 etc, Martin Luther King in year 3

Art and DT

  • using their senses as inspiration for creativity – year 3 make collages using natural materials after a senses walk
  • expressing their feelings through a variety of art media – year 5 art gallery work, year 3 graffiti topic
  • studying the work of great artists as a source of inspiration and creativity – Year 2 Andy Warhol, Piet Mondrian and Wassily Kandinsky
  • using the environment as a source of inspiration – Year 2 topic growing, looked at abstract art depicting trees.
  • persevering and taking care, to produce something unique – a sense of achievement and worth – Egyptian masks in year 4, bath bomb project year 6
  • creating something good out of recycled items
  • appreciating designs – evaluation of masks in year 4. Evaluation of the art gallery by year 5
  • designing with the needs of others in mind – bath bomb project in year 6 – selling of products.


  • exploring their feelings by listening to a wide variety of music – year 4 working with Suzanne Elliot – singing. Attendance raps in KS2
  • appreciating the use of sound and silence - year 4 working with Suzanne Elliot – pitch and volume.
  • appreciate the way that a person’s spirit can be expressed in writing and performing music – Year 4 and 5 work with the CBSO
  • experiencing joy, satisfaction, creativity, use of imagination in creating and performing music – Reception/year 1 Christmas play. Nursery – musical movement sessions. Young voices competition and rehearsals


  • enjoying the quality of work that they can produce – year 6 yound enterprise promotional material.
  • capacity to capture children’s imagination – multimedia resources during literacy sessions
  • being challenged by the changing demands of new technology – KS1 bee bots, light table
  • exercising creativity in response to information gathering, data handling, simulations, and presentations – year 6 research project. Year 3 ppt to parents-traders and raiders topic



  • experiencing and reflecting on feelings of determination, exhilaration and enjoyment – Annual sports day; Y1/2 multiskills competition
  • learning to appreciate and enjoy the way their bodies work and can be used to express emotion (e.g. in dance) Dance and movement taught in all year groups across the school
  • gaining a sense of achievement Annual sports day; Y1/2 multiskills competition
  • developing positive attitudes towards themselves and others
  • learning to know and challenge their own physical limitsincorporated into all lessons where applicable
  • developing a healthy body and a healthy mind taught explicitly in Y1 as part of Family album/Ourselves topic; incorporated into all PE lessons where applicable
  • shared activities/team work developing a sense of belonging – team games/ invasion games taught in PE across the school


Merritts Brook E-Act Primary Academy – Moral Development

Pupils’ moral development is shown by their

  • Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives.
  • Understanding of the consequences of their actions
  • Interest in investigating, and offering reasoned views about moral and ethical issues.



  • recognising and discussing the example set by good and bad characters in stories – the story of Duma in year 6
  • looking at persuasive writing and what influences it can have for good and evil – persuasive letter writing year 3, ,
  • hearing/reading stories with moral themes e.g. ‘good over evil, weak over strong, wise over foolish’ – aesops fables year 5, stories in values assemblies
  • hearing and writing stories where there are two sides to an argument – the runner – year 4
  • using writing frames for persuasive writing – Sue Palmer writing frames used throughout school
  • evaluating the influences of characters and plots on themselves – year 1 traditional tales – writing it from their point of view
  • dramatising situations which raise moral issues – year 4 stories with issues/dilemmas
  • circle time discussions of behaviour and relationships – all year group story writing units  - characterisation
  • discussion of right and wrong – moral issues in literature – Rose Blanche unit of work in year 4
  • showing respect for the environment – year 3 write and perform speech on protecting the environment
  • writing about informed and independent judgements – letter writing  to respond to a range of issues – years 3-6




  • developing a respect for truth, investigations – problem solving initiative
  • encouraging sense of personal responsibility for their own learning in class and through homework – children expectations of what they need to do and to hand homework in on time
  • working together – developed throughout the school – times table buddies, Year 6 child supporting in reception at lunchtime
  • times table buddies , a whole school approach - helping others
  • peer support /mixed ability groupings to develop a collaborative ethos
  • to have confidence to try different methods – lessons involving most suitable way to calculate a problem, problem solving whole school focus



  • relating their understanding of science to their personal health e.g. personal hygiene, drugs, diet, exercise – In all year groups re-inforced during PE lessons
  • looking at health and safety issues – incorporated into all lessons where applicable
  • considering how to treat living things and the environment with care and sensitivity – gardening club, class pets, Reception mini beast topic
  • looking at the ways in which the environment needs protection- Year 2 exploring school community
  • exploring why they need to look after the environment- Year 2 community explorers topic
  • exploring the part played by science in civilisation where appropriate –All year groups relate Science to the real world
  • investigation in groups, sharing expertise and skills, working in groups during science investigations
  • Science as a co-operative activity requiring communication and interaction, Growing flowers and vegetables as a whole school project/Health for life initiative – living things



  • looking at the examples set by characters in religious stories – year 5 Easter assembly
  • discussing the moral teaching of founders and leaders – all year groups RE lessons. EYFS - Noah
  • exploring key themes in religious stories e.g. good and evil – Values assemblies, weekly RE lessons
  • Developing their understanding of what is right and wrong? Dot com scheme is taught across the school
  • show and tell , whole school monitors – lunchtime buddies, lunch hall monitors, housepoint monitors, litter monitors


  • discussing and evaluating the qualities, skills and attitudes of famous people from the past e.g. Mary Seacole/Florence Nightingale in year 2, Nelson Mandela, Winston Churchill, Elizabeth I Year 5,
  • looking at what we mean by truth in history – studying primary sources-examining census data & ordanance survey maps in year 5, comparing information from a number of sources, studying first hand reports WW2 Year 6
  • developing awareness of local, national and world issues-whole school raising of money for charities e.g. Christmas Jumper day, Marie Curie, Extreme Weather topic Year 4, Year 5 tourism & pollution

encounter with ideas and encouragement to think through a moral stance on issues e.g. war and peace – wonders of the world topic Year 5(damage caused to the environment from tourists), apartheid Y5, is it right to go to war? Y6

  • evaluating the effects of human actions on their environment, including their own e.g. litter – assemblies , year 6 litter monitors, all classes produced litter posters, year 5 wonders of the world topic & damage tourism causes
  • consider the moral and practical issues of pollution, conservation and sustainability of our environment- year 5 workshops & pollution survey with the Friends of the Earth

engaging in discussion and action on improving their environment

  • celebrate and recognise the relevance of Black History – Nelson Mandela in year 4 and year 5

Art and DT

  • considering how a product affects society and the environment e.g. factories, convenience foods, packaging and recycling (linked to literacy) – year 3 trip to Morrison’s and subsequent follow up work
  • looking at how products are manufactured and advertised (linked to literacy) – year 6 young enterprise project
  • considering how art is manipulated by the media e.g. advertising –persuasive adverts – year 3 and year 5 persuasive writing unit
  • Looking at the value of Art – should we spend so much on it? – Year 5 trip to Birmingham museum and Art gallery/Art gallery project



  • investigating the values placed on the different kinds of music- CBSO workshops in years 5 and 6
  • Talking about what songs mean and looking at any moral messages – KS1 nativity singing, young voices project


  • considering the consequence of misuse, know about e-safety – whole school safety day , assemblies, displays, within ICT lessons


  • reflecting on the need for rules – year 6 champions project – design a new team game with rules. Aspire PE sessions in each class.
  • developing a sense of fair play and positive sporting behaviour – whole school sports day
  • reflecting on values surrounding ‘competition’ (including ‘winning at all costs’), sports coaches  - year 5 and year 6 pupils, playleaders  from year 6, 4  - trained at Shenley Academy


















Merritts Brook E-Act Primary Academy – Social Development

Pupils’ social development is shown by their

  • Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.
  • Willingness to participate in a variety of social settings, co-operating well with others and being able to resolve conflicts effectively.
  • Interest in, and understanding of, the way communities and societies function at a variety of levels


  • Opportunities for developing self esteem – celebration assemblies  - weekly reading awards
  • hearing/reading stories about a wide range of relationships e.g. friendships, families, school – class books, library visits , class story time
  • writing letters to ‘important’ people linked to their learning – year 3 letters to authors, year 4 and 5 persuasive letter to the headteacher
  • learning to work co-operatively in groups for discussion and completing a task- daily paired and group work in literacy lesson, reading buddies, year 1 and 2 drama sessions, after school drama club
  • developing communication skills – cornerstones philosophy  - celebration and articulation of learning, s&l development focus weekly
  • producing work for different audiences – Year 4 poetry publication (examples in the library), all pupils have an audience for their writing and share it with them at the end of each unit
  • exploring gender issues in literature – ks1 picture books that challenge traditional gender roles
  • stories to create an awareness of a variety of life experiences e.g. deafness – stories in literacy, promotion of Paralympics, circle time skills – speaking & list – school wide
  • group drama work- social issues – Year 4 project with the CBSO and cluster of schools  - performing at the Symphony Hall
  • parent and child reading breakfasts



  • acquiring skills to help them take financial responsibility- Yr 6 Young Enterprise project – how to make a profit through their own business, business plans, producing presentation
  • celebration assemblies  - Mathematician of the week award, Sumdog certificates for achievement across Birmingham
  • collecting data in groups – KS2 numeracy lessons Yr 4 data handling lesson
  • planning small budgets (school council, eco warriors)- Young Enterprise scheme – Yr 6
  • learning how to solve problems which can improve peoples’ living conditions – awe and wonder
  • looking at practical applications of mathematics e.g. conducting and analysing surveys – daily maths lessons, basic skills lessons, working collaboratively to reach goal
  • recognising maths skills needed for their future- Transition units for Yr 6 and 2
  • Maths games for social interaction, taking turns and sharing – social skills groups for SEN/LA children – number shark activites
  • Numeracy INSPIRE workshops  - parent and pupil working together


  • relating their understanding of science to their personal health e.g. personal hygiene, drugs, diet, exercise – In all year groups re-inforced during PE lessons
  • looking at health and safety issues – incorporated into all lessons where applicable, nursery children risk assess equipment
  • considering how to treat living things and the environment with care and sensitivity – gardening club, class pets, Reception mini beast topic
  • looking at the ways in which the environment needs protection- Year 2 exploring school community
  • exploring why they need to look after the environment- Year 2 community explorers topic
  • exploring the part played by science in civilisation where appropriate –All year groups relate Science to the real world
  • investigation in groups, sharing expertise and skills, sharing of investigation outcomes from the Collins science units.
  • Science as a co-operative activity requiring communication and interaction, Growing flowers and vegetables as a whole school project/Health for life initiative – living things



  • taking turns, sharing – circle time games KS1, value (December) – thoughtfulness, Y1 RE sessions – what is fair and why?
  • learning about different religious communities and how they work together – RE units across the school.
  • hearing religious stories which show a variety of relationships – values assemblies, RE lessons
  • understanding how religious moral codes bind a community together – RE lessons
  • exploring events e.g. ceremonies and festivals, which bring communities together – celebration assemblies each half term, parents invited
  • knowing and understanding importance of family and traditions within religious faiths –year 3 study of festivals and celebrations
  • discussing religious attitudes to social and environmental issues
  • sending home Friendship bears  - EYFS, Year 2
  • charity  - fundraising opportunities such as Macmillan daffodil growing, Christmas jumper fundraiser, Year 5 pupils making bracelets for a hospice



  • developing empathy through learning to see things from other perspectives-year 6 blitz day & life as a child during WW2, debating arguments in favour & against new housing developments year 5
  • learning how past societies were organised and functioned – Year 3 viking project
  • learning about social issues in past societies e.g. use of children for work-year 5 apartheid & Nelson Mandela
  • studying their own locality and its relationship to the wider world year 5 rivers topic, year 2 local detectives topic
  • discussing issues surrounding citizenship and social justice-year 5 apartheid & Nelson Mandela
  • celebrate and recognise the relevance of Black History Mary Seacole Y2, Nelson Mandela Y5

Art and DT

  • looking at public works of art past and present through visits to Art galleries and looking at pictures/photographs – year 5 art gallery project. Year 4 visit to art museum
  • learning to treat the ideas and finished products of others with respect – classes visited year 5 art gallery
  • ensuring variety in content and tasks to provide access and scope for success for girls and boys
  • developing the skill of co-operation in designing, planning and making – year 6 bath bomb project. Mask making in reception


  • learning to compose and perform together – Young voices project with hundreds of other schools and then performed at the LG Arena
  • looking at how music can be a powerful tool to bind groups together e.g. School Choir, Class Assemblies,
  • Children learning to play the Ukulele in year 4 and year 5  - performing at the Adrian Bolt Hall
  • develop sensitivity and responsiveness to others, a sense of shared commitment and group identity through the experience of live music, making and participation in performances e.g. class/school concert – whole class assemblies each half term, CBSO project  - performances at the CBSO centre and Symphony hall, year 6 end of year concert, year 6 prom


  • learning to express themselves clearly and communicate effectively – year 3 ppt presentation to parents during the traders and raiders topic
  • considering the impact, good and bad, of ICT on society – I learning debate – discussions on safety day across the school
  • poster design for safety – KS2 during safety day
  • working co-operatively e.g. class letter – year 3 persuasive letter writing



  • reflecting on the need for rules – team games taught in P.E. throughout the school
  • developing a sense of fair play and positive sporting behaviour- taking part in compettions outside of school – Y5/6 Shenley football competition, Y1/2 multiskills competition, Annual Sports day
  • reflecting on values surrounding ‘competition’ (including ‘winning at all costs’)  - taking part in compettions outside of school – Y5/6 Shenley football competition, Y1/2 multiskills competition, Annual Sports day
  • sports coaches  - year 5 and year 6 pupils
  • playleaders  from year 6, 4  - trained at Shenley Academy; Y5 play leaders trained by ASPIRE coach



Merritts Brook E-Act Primary Academy – Cultural Development

Pupils’ cultural development is shown by their

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage.
  • Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities.
  • Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.


  • hearing/reading novels stories and poems from a variety of cultures and traditions  - Nursery parent from Nigeria told her own traditional tale, stories in values assemblies
  • using information books which reflect the multi-cultural nature of Britain – year 3 visited library to find information books about Britain , school library visited weekly
  • talking and writing about the cultures they come from and their influence – year 6 biography writing
  • using stimulus from the arts (music, poetry, dance, drama, painting etc) to produce discussion, various forms of writing and drama – year 4 CBSO project – writing lyrics
  • exploring a variety of creation stories – year 5 traditional stories, fable, myths and legends
  • awareness of issues such as stereotyping and equal opportunities in literature – persuasive writing in year 4
  • language and meanings in different cultures – Journey to Jo burg year 5
  • ability to relate to others who are similar or different – stories from other cultures in year 4
  • opportunities to participate in cultural activities – year 5 drama linking to stories from other cultures unit


  • learning that numbers are a symbol system and different cultures have different systems (e.g. Greek numbers)- Yr 4 history looking at how numbers are displayed, roman numerals in Yr5/6
  • discovering mathematical patterns in art from a wide variety of cultural contexts e.g. Islamic patterns, mosaic, Greek and Rangoli patterns – Yr 5 art project and gallery work
  • investigating mathematical problems using a variety of cultural contexts – daily lessons linked to creative curriculum work/science lessons as well
  • counting in a different language – Yr 3-6 French work, French display in KS2 corridor to get children understanding a different language


  • recognising similarity and differences between themselves and other pupils – Year 2 and Year 3 recognising how we are different to each other i.e. colour of eyes, height
  • becoming aware that scientific discovery is worldwide – potions topic in year 6’Edward Jenner discovery’
  • scientific development in relation to others – water supplies, new varieties of flowers and food crops – Year 5 water cycle topic, harvest stories



  • learning about their own culture through story, and play – easter and christmas performances (Y3 & 5) /classroom learning throughout the school.
  • exploring Britain as a multi-faith, multi-cultural  society – year 3 synagogue trip, value of the month – equality stories
  • discussing how peoples’ beliefs and cultural traditions affect the way they live their lives e.g. food, dress- Duma project – year 6
  • exploring religious traditions in their own community and how these shape people’s lives – RE units of work throughout the school
  • using the arts as a stimulus – year 5 gallery project
  • representing work in various artistic forms – dot com work – drama, art, poetry
  • meeting people of a variety of faiths and cultures and visiting places of worship – year 3 synagogue trip


  • looking at how cultures change-south Africa & apartheid y5
  • appreciating the arts; from the past and links to the present-museum & art gallery visit y4 & 5
  • stories of religious leaders and their influences on cultures-sikh langar, Jesus’ teaching love thy neighbour, buddha’s teaching on meditation y5
  • learning how people differ in their response to their environment y5 workshops & surveys with friends of the earth
  • finding out about contrasting localities, in Britain and in the wider worldy5 wonders of the world topic, y4 extreme weather,
  • exploring how various landscapes provide inspiration for the artsy5 rivers topic: nature an inspiration for artists
  • evaluate cultural influences in their own environment, dot com scheme e.g Year 3 ‘where I live’
  • celebrate and recognise the relevance of Black History, whole school celebration of black history month


Art and DT

  • looking at public works of art past and present through visits to Art galleries and looking at pictures/photographs – year 5 visit to art gallery
  • learning to treat the ideas and finished products of others with respect – all pupils had access to the year 6 bath bomb products. Shared during assembly
  • ensuring variety in content and tasks to provide access and scope for success for girls and boys, children contribute to the content of the topic through teacher asking what they would like to do at the start of each topic
  • developing the skill of co-operation in designing, planning and making – year 6 bath bomb project


  • listening to music from a wide variety of cultures – year 1 orchestra topic
  • exploring how music ‘belongs’ to a particular culture – year 3 traders and raiders topic – listening to Viking music
  • exploring what music is on offer in their own locality – year 3 – urban topic/local music
  • listening to and using instruments from other cultures - year 3 traders and raiders topic – listening to Viking music


  • finding out about the world from information resources e.g. CD-ROM, Internet – year 6 research project on other countries. Year 3 Viking research using the internet
  • communicating with pupils from other parts of Britain and the wider world e.g. Itete, video, CU club – linked to Australia, developing links with other countries through email and letter writing – y3


  • learning dances from different traditions, including their own – Chinese dance Y4 Chinese New Year celebrations
  • playing traditional games and recognising their importance locally, nationally and internationally  world cup project in year 4
  • being aware of different cultural attitudes towards aspects of physical activity –aspire lessons
  • considering sub-cultures in sport – teams adopting names of international sides – year 4 world cup project in year 4





Merritts Brook E-Act Primary Academy – The Wider Community

We believe that where there is a positive climate for learning, just about everything we do will contribute to the pupils’ spiritual, moral, social and cultural development.

Opportunities through








Collective worship

  • reflection on their own beliefs and values, and those of others
  • influence of values on behaviour
  • celebrating together
  • Celebration of own and others’ religious and cultural traditions.

Management of behaviour

  • sense of well-being in a secure and fair environment
  • recognition of difference between right and wrong
  • living together in the school community
  • understanding of responsibility and rights in the wider community
  • recognising the culture of their school community
  • recognise the culture of the wider community and its contribution to the school

Class and school rules

  • learning respect for themselves and others and that holding values matters
  • living by the rules for the benefit of each other
  • fostering good relationships and respect for property
  • communities need values and rules for living together

Awards and merits systems

  • sense of being appreciated
  • positive actions and behaviour awarded
  • recognising the worth and achievement of others
  • reinforcement of the cultural values of the community

Equal opportunities: SEND, gender, multicultural, multi ethnic

  • values of mutual respect, equal worth
  • good relationships
  • a sense of being included
  • recognising values and beliefs that may be different from their own
  • challenging prejudice and stereotyping
  • diversity society
  • challenging discrimination
  • equal opportunities for boys, girls, FSM, SEND, etc
  • encouragement of complete integration
  • richness and diversity of cultures

Community Link

  • being involved, playing a part and participating
  • recognition of the needs of others, e.g. harvest gifts to local food banks etc.
  • working together
  • insight into one’s own and other cultures

Extra – curricular activities including visits / visitors

  • sense of achievement and enjoyment when pursing an interest, talent or skill
  • channelling interests, talents or skills positively
  • team working, meeting others, working with interest groups
  • extending interests, talents and cultural pursuits

School Council library and eco awareness

  • views and values recognised
  • making decisions
  • representation and democracy
  • belonging, playing a part in school life / community life

Preparation for adult life

  • personal skills
  • self-worth
  • self-expression
  • knowing oneself
  • inspiration
  • right and wrong behaviour
  • actions have consequences
  • responsibilities and roles
  • care for the environment as a moral imperative
  • social skills
  • being a good citizen
  • democratic process
  • a better society / environment working together in groups and teams
  • appreciation of environment, art, music, literature
  • aesthetic and creative qualities

Lunchtime and after school clubs

  • good relationships
  • sense of well-being in a secure environment
  • sense of self-worth
  • recognition of needs of others
  • making decisions
  • caring for each other
  • rules of mealtimes
  • eating and sharing together
  • using social skills
  • meeting other children from different classes
  • belonging to a group
  • Understanding a range of cultural activities e.g. arts, music.