protect what remains. In year 8 we create an interactive presentation about issues in Africa, as part of this pupils will need to explore the causes of conflict. Science (NS) - Discussion DoY 6th form (JP) - Road History (PG)- Lifeskills (KG): surrounding genetics Safety Presentation Year 12 debates Human Rights; – including STEM cell in multiple lessons CPS LGBT units; Life skills (KG) - Abortion; research. The impact of across Key Stages Unicef RRSA award euthanasia; Family developed nations on the relationships (Year 11) Cooking and environment. Nutrition (CP) : DOY (SDS) - Assembly – RE (HM) - Pupils are faced Pupils are sexism, racism with a variety of ethical encouraged to issues, from poverty to war. consider the They are encouraged to environmental consider their views on impact of their food these both through the choices and delivery of lessons as well develop a pattern as the assessment criteria of ethically based at KS4 and KS5. SoW KS3 shopping (Should Doctors Play decisions. God?), KS4 (Ethics 1 and RE(HM): KS4 Ethics 2), KS5 (Units 1-3, (Ethics 1 and Are pupils Ethics). Assessment Ethics 2 encouraged to criteria, part e), KS4 Unit Environmental and – develop and 2 KS5 medical issues, Yes express views peace and conflict, English (CR) - As above on ethical crime and through discussion. Unique issues? punishment, text studied in English Matters of life and (cloning) death, Marriage Business (JC) - Yes – and the family), stakeholders debate in year KS5 (Units 1-3, 12. Ethics) Ethics of business taught Assessment and discussed across all criteria, part e) part key stages. d) at KS4, DT KS5 (SW)- Students English (CR): The explore moral issues in SOW design. They look at ‘Unique’ (KS3) explores the inequalities in different ethics of cloning countries and the relative while at KS4 impacts of the product in question. Evidence: 2a, 2b ‘Frankenstein’ explores the ethics Sheets used a prompts to surrounding the get students started. creation of Media (P. Gibson) - Media
protect what remains. In year 8 we create an interactive presentation about issues in Africa, as part of this pupils will need to explore the causes of conflict. Are pupils encouraged to develop and express views on ethical issues? Yes Science (NS) - Discussion surrounding genetics including STEM cell research. The impact of developed nations on the environment. RE (HM) - Pupils are faced with a variety of ethical issues, from poverty to war. They are encouraged to consider their views on these both through the delivery of lessons as well as the assessment criteria at KS4 and KS5. SoW KS3 (Should Doctors Play God?), KS4 (Ethics 1 and Ethics 2), KS5 (Units 1-3, Ethics). Assessment criteria, part e), KS4 – Unit 2 KS5 English (CR) - As above through discussion. Unique text studied in English (cloning) Business (JC) - Yes – stakeholders debate in year 12. Ethics of business taught and discussed across all key stages. DT KS5 (SW)- Students explore moral issues in design. They look at inequalities in different countries and the relative impacts of the product in question. Evidence: 2a, 2b Sheets used a prompts to get students started. Media (P. Gibson) - Media DoY 6th form (JP) - Road Safety Presentation – Year 12 Life skills (KG) - Abortion; euthanasia; Family relationships (Year 11) DOY (SDS) - Assembly – sexism, racism History debates in multiple lessons across Key Stages Cooking and Nutrition (CP) : Pupils are encouraged to consider the environmental impact of their food choices and develop a pattern of ethically based shopping decisions. RE(HM): KS4 (Ethics 1 and Ethics 2 Environmental and medical issues, peace and conflict, crime and punishment, Matters of life and death, Marriage and the family), KS5 (Units 1-3, Ethics) Assessment criteria, part e) part d) at KS4, English (CR): The SOW ‘Unique’ (KS3) explores the ethics of cloning while at KS4 ‘Frankenstein’ explores the ethics surrounding the creation of Lifeskills (KG): Human Rights; CPS LGBT units; Unicef RRSA award (PG)-
813CA7F6518A3EF64E762F60DA2D457A.docx