SPIRITUAL, MORAL, SOCIAL,
CULTURAL EDUCATION POLICY
CONTENTS
AIMS AND OVERVIEW
SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT AT ST JAMES SENIOR GIRLS’
SCHOOL
PART A – SPIRITUAL AND MORAL DEVELOPMENT
A
B
C
D
E
F
PHILOSOPHY COURSE...................................................................................................4
MEDITATION AND STILLNESS .......................................................................................5
PSHE PROGRAMME .....................................................................................................6
SCHOOL MOTTO AND RULES OF CONDUCT FOR PUPILS ................................................6
ASSEMBLIES ................................................................................................................6
SCHOOL CHAPLAIN & SCHOOL SERVICES .....................................................................6
PART B – SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT WITHIN THE
CURRICULUM
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
CITIZENSHIP.................................................................................................................7
ENGLISH ....................................................................................................................16
RELIGIOUS STUDIES ...................................................................................................17
SPORTS ......................................................................................................................19
MUSIC .......................................................................................................................20
DRAMA ......................................................................................................................21
DANCE .......................................................................................................................22
ART ...........................................................................................................................23
CLASSICS ...................................................................................................................24
SANSKRIT ..................................................................................................................25
MODERN FOREIGN LANGUAGES .................................................................................27
MATHS ......................................................................................................................27
ECONOMICS ...............................................................................................................27
HISTORY ....................................................................................................................28
ICT............................................................................................................................29
GEOGRAPHY ..............................................................................................................30
BIOLOGY ...................................................................................................................31
CHEMISTRY ...............................................................................................................33
PHYSICS .....................................................................................................................34
COMMUNITY SERVICE ................................................................................................35
TRIPS & VISITS ..........................................................................................................36
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AIMS AND OVERVIEW
Spiritual, Moral, Social and Cultural (SMSC) education at St James Senior Girls’
School aims to mirror the DCSF guidelines (2004) set out below:
Spiritual development is the development of the non-material element of a human being
which animates and sustains us and, depending on our point of view, either ends or continues
in some form when we die. It is about the development of a sense of identity, self-worth,
personal insight, meaning and purpose. It is about the development of a pupil’s ‘spirit’. Some
people may call it the development of a pupil’s ‘soul’; others as the development of
‘personality’ or ‘character’.
Moral development is about the building, by pupils, of a framework of moral values which
regulates their personal behaviour. It is also about the development of pupils’ understanding
of society’s shared and agreed values. It is about understanding that there are issues where
there is disagreement and it is also about understanding that society’s values change. Moral
development is about gaining an understanding of the range of views and the reasons for the
range. It is also about developing an opinion about the different views.
Social development is about young people working effectively with each other and
participating successfully in the community as a whole. It is about the development of the
skills and personal qualities necessary for living and working together. It is about functioning
effectively in a multi-racial, multi-cultural society. It involves growth in knowledge and
understanding of society in all its aspects. This includes understanding people as well as
understanding society’s institutions, structures and characteristics, economic and political
principles and organisations, roles and responsibilities and life as a citizen, parent or worker
in a community. It also involves the development of the inter-personal skills necessary for
successful relationships.
Cultural development is about pupils’ understanding their own culture and other cultures in
their town, region and in the country as a whole. It is about understanding cultures
represented in Europe and elsewhere in the world. It is about understanding and feeling
comfortable in a variety of cultures and being able to operate in the emerging world culture of
shared experiences provided by television, travel and the internet. It is about understanding
that cultures are always changing and coping with change. Promoting pupils’ cultural
development is intimately linked with schools’ attempts to value cultural diversity and
prevent racism.
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SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT AT ST JAMES SENIOR
GIRLS’ SCHOOL
How do we seek to develop these areas?

Part A:
Spiritual & Moral development is targeted through: Philosophy, Meditation,
Religious Studies, PHSE, Assemblies, School Services, the School Motto and School
Rules.

Part B:
Social & Cultural development is targeted through: Citizenship, Community
Service, Assemblies, talks, visits, trips and the general school curriculum.
The aim of the Spiritual, Moral, Social and Cultural development in the school is to enable
girls to discover more about themselves, to gain a sense of their real self-worth; to understand
how to act rightly, justly, lawfully and appropriately for their own happiness and that of
others. With the assistance of the Philosophy, PSHE, Citizenship and Community Service
programmes it is hoped that the pupils will gain in the ability to assume responsibility for
themselves and for others in their community and society at large. The spiritual aspect of their
education which includes meditative practices, philosophy and religious studies should
enhance their understanding of how to live well and of the more subtle aspects of their own
existence and that of humanity. An appreciation of belonging to one human family and the
ability to serve others in a spirit of unity is of central importance to the work of the school as a
whole.
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PART A:
SPIRITUAL & MORAL DEVELOPMENT
A. PHILOSOPHY COURSE
St James is not a denominational school but provides spiritual enrichment by drawing on the
wisdom from our world traditions. The approach is therefore philosophical and we begin from
the premise that every human being has, as its very essence, the same divine principle.
The aim of the course is:

to develop depth of understanding of spiritual, social, moral and cultural aspects of
human existence and to apply that wisdom in every day life;

to learn how to employ intelligence and reason to subtle and complex matters;

to learn how to live in harmony with others and grow in the capacity to serve society
at large;

to give expression to the great human virtues through speech and action;

to develop strength of discernment in order to live well;

to recognise the importance of a spirit of enquiry and the value of an open mind and
an open heart.
Pupils are encouraged to enquire into the great questions of human existence and apply their
intelligence to the deeper meanings of the teachings of some of our wisdom traditions in the
light of their own experience. Emphasis is placed on applying this wisdom to the challenges
of daily life and pupils are encouraged to share their findings with one another.
Our pupils come from a variety of spiritual traditions and none: this philosophical approach
demonstrates how the wisdom at the heart of these traditions has the capacity to unite us all.
There is no requirement for a pupil to adopt any particular doctrine or belief but she will be
encouraged to live generously, honestly and with integrity.
Resources for study include: the Bible; the Dhammapada; the Bhagavad Geeta; works of
Eknath Easwaran; Rumi; Ekhart Tolle; Father Laurence Freeman; the Dalai Lama; Mother
Theresa; Lao Tzu; Shakespeare; Thich Nhat Hanh; Plato; Meister Ekhart and Karen
Armstrong.
There are cross-curricular links with the Citizenship programme, History, Religious Studies
and the Personal, Social and Health Education (PSHE) programme.
The Headmistress teaches philosophy to Years 6, 7, 11, and Sixth Form. Years 8, 9 and 10 are
taught by the Head of PSHE. Lessons are on alternate weeks. The approach is largely
conversational and reflective.
The course overview is as follows:
In Years 6 and 7 consideration is given to questions concerning the real potential of human
life and what may be essential to its realisation. The nature of wisdom, meditation, prayer and
contemplation are examined together with their relevance to human development. The
importance of attention and the present moment is fully considered. Consideration is given to
the proper disciplines for study, the art of friendship and the nature of real communication.
Then there is study of various texts and stories which exemplify the following qualities: truth,
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magnanimity, compassion, harmlessness, forgiveness, restraint of greed, restraint of anger,
courage. Courteous conduct and good manners are also discussed.
Years 8-10 focus on a course entitled: Living Well: love, sex and relationships. This course
examines the nature and art of relationships, in all contexts. Emphasis is placed on the dignity
of human life; fulfilment through relationship; the place of marriage and the significance of
the family as a unit of society. Girls are encouraged to consider the relevance and
consequences of the choices they make with regard to their moral conduct. A comprehensive
programme of ‘sex education' is delivered within this course as well as during Years 6 & 7
and Years 11-13. (See also ‘Pastoral Care' PSHE programme.)
Year 11 focuses on the need to recognise the importance of living honestly, reliably and with
a keen sense of social and personal awareness. The study of Plato is introduced; this is
followed by considering the examples of selected ‘great lives'. In Years 12 & 13 the course
concentrates on the nature of human potential; developing the capacity to assume
responsibility for oneself; and, learning how to meet the needs of society. Emphasis is placed
on developing the power of reason in careful intellectual analysis as well as in the power of
discernment with regard to right action and decision-making. The art of dialogue is examined
and practised together. Consideration is given to the nature of society and the elements which
influence its structure and development. This leads into the further study of Plato, in
particular, the Republic.
(For further details please request the ‘Philosophy Course Overview')
B. MEDITATION AND STILLNESS
We introduce our young people to stillness so that they can discover how to be inwardly free
and deeply at ease within themselves. A short period of 5-10 minutes at the beginning and end
of every day is allocated to quietude in which pupils may meditate, contemplate, silently pray
or simply be still - according to their own spiritual inclinations. Pupils are invited to learn a
specific method of mantra meditation; this is entirely voluntary. The method is introduced
through the ‘School of Meditation’ it has no religious content or affiliation but is designed to
provide transcendence from the ordinary agitations and involvements of daily life. Such
opportunities for inner quietude allow girls to appreciate a strength and depth of being within
themselves which is not subject to change.
Meditation tutorials are available to girls who opt to practise mantra meditation. Meditation
mentors are provided to support the pupils’ practice and discovery of meditation through
termly one to one meetings. Mentors may be friends of the school, parents, former pupils, and
recently, Sixth Form pupils who volunteer to help younger pupils. Meditation mentors also
meet with the Form Teacher of each pupil and the Headmistress in an annual meeting to
discuss the deeper aspects of girls’ welfare.
Before and after every lesson there is a pause of one or two minutes which also offers an
opportunity to let go of what has passed and be free to meet the next event with full attention.
Quality of attention and power of concentration are essential to an effective and happy way of
life. We encourage girls to appreciate the importance of the present moment.
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C. PHSE PROGRAMME
(See PSHE Policy and Schemes of Work)
D. SCHOOL MOTTO AND RULES OF CONDUCT FOR PUPILS
The School Motto encapsulates the essential elements which we would consider to be
conducive to a happy and fulfilled life:
Speak the Truth
Live Generously
Aim for the Best
The Rules of Conduct for pupils (see Parents’ Information Booklet and Parents’ Handbook)
are designed to support the School Motto and underline the absolute importance of
consideration for the welfare of others. An appreciation and respect for the proper place of
authority is also placed at the heart of our code of conduct. All of this hinges on recognition
that the individual has a responsibility to conduct herself in a manner which enhances
harmony, justice and happiness for everyone.
E. ASSEMBLIES
Assemblies take place three times a week. Invariably one assembly each week is given to
spiritual enrichment: readings are selected from a variety of traditions – Christian, Buddhist,
Sufi and Jewish. Opportunities are offered for contemplation, reflection and listening to
beautiful music. Each day a pupil chooses a prayer and reads it to the whole school;
occasionally, pupils write their own prayers. The Lord’s Prayer is spoken by all, at each
assembly. In addition, a hymn is sung by all present. Pupils who play musical instruments are
invited, in turn, to perform in front of the school once a week. Speakers from other faiths are
invited from time to time. In the remaining two assemblies, teachers, pupils and external
speakers present topics of interest on a variety of subjects. (See list of assemblies in Part B)
F. SCHOOL CHAPLAIN & SCHOOL SERVICES
Rev. Rob Marshall is the School Chaplain. He conducts beginning and end of term services
in the local church as well as taking occasional Religious Studies lessons and two assemblies
per term. We hold a whole schools’ joint beginning of academic year service with the Juniors
and Boys’ Schools at St Mary Abbott’s Church, Kensington.
The Chaplain also makes himself available for counselling to pupils or staff.
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PART B:
SOCIAL AND CULTURAL DEVELOPMENT:
The School aims to help girls show initiative and accept responsibility for their behaviour. We
want them to understand how they can contribute to wider community life. They should be
aware of both their rights, as well as their responsibilities to each other. We aim to instil an
appreciation and respect for one’s own culture and the culture of others so that there is a
natural respect that engenders tolerance, harmony between different cultures. Because we
want our girls to play an active role in the outside world, they should be able to demonstrate a
broad knowledge of the public institutions and services of the UK. We believe that ‘action
without knowledge is futile, yet knowledge without action is useless’.
A. CITIZENSHIP DEPARTMENT:
Citizenship Statement:
We believe that a healthy Democracy is not possible without an educated, articulate and
active citizenry, prepared to exercise its responsibilities, as well as enjoy its rights. We
believe that Democracy withers in the shadow of apathy, indifference and ignorance.
Therefore Citizenship is an opportunity to explore the political, philosophical and social
structures of the outside world, so that we might play a full part in that world. Citizenship thus
allows us the opportunity to discover and debate issues of contemporary importance, as well
as encouraging greater involvement in the wider local community. We want girls at St James
to become aware of the political, economic and social world around them; recognise their role
within the wider community; realise that we are all inter-dependent on each other: locally,
nationally and globally. We believe that “A CONDITION OF LIBERTY IS ETERNAL
VIGILANCE.”
An overview of the Citizenship Programme:

Scheduled lessons for Years 8-11:
some 2-3 sessions a term per class (see timetable for 2009-10)

Friday afternoon programme for Sixth Form:
lectures, talks, films and workshops (eg ‘What do we mean by Britishness?’ - with Years
12 & 13, Summer 2009)

School Debates:
a) Senior School Debating Competition - Autumn Term
b) Public Speaking Competition - Spring Term
These competitions try to reflect topical issues in national and international news, as well as
explore moral and philosophical issues(eg. ‘This House Believes that the Taxpayer Should
NOT have to foot the bill for the Banking Crisis,’ Sixth Form Debate - Dec. 2008;
‘This House would not buy from Abercrombie & Fitch’, Sixth Form Debate - Dec. 2007;
‘This House believes that Africa should look after itself’, Sixth Form Debate - Dec 2006
c) House Debating Competitions
d) Boys v Girls Debating Competitions - Years 10 and 11 to be involved
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Outside School Debating Competitions:
a) St James regularly enters the ESU Mace Debating Competition every year with a Sixth
Form team. This encourages the girls to engage with a topical and controversial issue. It
encourages independent thinking, organisational skills as well as debating / public
speaking skills. (eg ‘This House would raise taxes rather than cut spending’ – ESU
MACE debate to be held at Latymer Upper School, 2009; ‘This House would abolish
Religious Foundation schools’,– ESU MACE debate held at Harrodian School, London,
Dec. 2007. ‘This House would make voting compulsory’ – ESU MACE debate held at
DLD, Dec 2006)
b) St James Senior Girls is taking part for the first time the ‘Battle for Ideas’ Competition,
organised by the Institute for Ideas (winter 2009)

Visiting speakers and outside lecturers:
a) These can be part of the Friday afternoon programme or part of the Senior School
Lecture Programme which occurs once a term and where Senior Girls (from Years 9
and above) and Senior Boys meet and listen to remarkable people who are active and
have been successful within the public sphere. These talks provide for the students an
opportunity to explore wider issues at a national and international level (eg talks by Col.
Mark Cook from ‘Hope & Homes’ children’s refugee charity, Oct. 2008. Rev Ruth Scott
– Anglican priest and minister to former Loyalist paramilitaries in Ulster – spoke at St
James Boys, 2008). Here is a list of previous speakers:
2009
Mr Roger Haines
Volvo Ocean Race competitor
“The motivation and preparation needed to face a challenge”
2008
Rev Ruth Scott
Anglican priest, writer & broadcaster
”Re-humanising the Enemy”
2007
Dr Hiten Patel BMSc Bm Bch MRCS PhD FRCS
Consultant Urological Surgeon
”The Fantastic Voyage - nanotechnology & robotics in medicine”
Prof Brian Foxwell PhD DSc FRCPath
Professor of Immune Cell Signalling,
Kennedy Institute of Rheumatology, Imperial College
”Auto-immunity: when the body attacked itself - lessons from rheumatoid arthritis”
2006
Dr Mary Armitage
Clinical Vice President of the Royal College of Physicians
”Topical aspects of the medical profession such as human cloning & drug resistant
bacteria”
Mr Rama Gheerawo BEng MA
The Helen Hamlyn Research Centre
”Self or selfish - universal design in a modern context”
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2005
Mr Matthew Line
Chief Executive of The Prince's Foundation
”A Career in Media and Design - practicing what you love”
Major Ben Roberts
Royal Green Jackets, St James' past pupil
”Challenges of a terrorist war and the needs of the Army today”
2004
Ms Emily Buchanan
BBC Broadcaster and World Affairs Correspondent
”Aspects of her career in the Developing World”
Mr David Bame, First Secretary - US Embassy
”The American Presidential Election process”
2003
Sir Michael Wheeler-Booth, KCB,
Retired Clerk to the House of Lords
”The House of Lords”
Prof. The Lord Ian McColl CBE MS FRCS FACS
Professor of Surgery at St Bartholomew's Hospital and Parliamentary Private Secretary to
John Major (1994-97)
”The Mercy Ships”
2002
Mr John Villiers, PhD Cantab
”St James of Compostela”
Prof. Paul Robertson, Violinist
Leader of Medici String Quartet, Visiting Professor of Neuro-Psychology at Kingston
Universtiy
”Music and Healing”
b) We also have outside speakers who talk to the whole School in Assembly time (eg Her
Excellency Mrs Saborio, the Costa Rican Ambassador - spring 2009; Dr Moto, the
Malawian Ambassador - Spring 2008; Mr Ron Leaton - Auschwitz survivor, Feb 2006;
Mr Bill Nighy, actor, January 2009; Mr Morrissey – practising Zen Master – March 2009)

Model UN for Sixth Form:
a) In Oct. 2009 St James sent two Sixth Form teams, representing Japan and Malaysia , to
Reigate Grammar School for their 10th. Annual Model UN Conference. In 2008 St James
Senior Girls won 5 commendations. We also regularly attend the Model UN Conference
at City of London Boys School in March every year.
b) We hosted an internal Model UN Conference with the Senior Boys in Nov 2009 where 12
nations were represented. The Senior Girls will take responsibility for organising the
event, drafting resolutions on the following topics: Nuclear non- proliferation, Terrorism,
Whaling, Antarctica, Women’s Rights and Refugees.
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c) St James Senior Girls School is a member of The United Nations Association that seeks
to promote and educate people about the role of the UN.

Visits:
(eg meeting the Lord Mayor of Westminster in her Parlour at Westminster City Hall,
March, 2008)

‘Science & Citizenship’ study days:
an opportunity for the School to spent a day / half a day looking at a particular issue,
using the SAPERE method of enquiry and dialogue (eg ‘Citizenship, Fair Trade and the
Developing World’, 2005, ‘Citizenship & Animals’, 2004)

Mock Elections:
Year 10s mirrored the General Election in 2005 in their Citizenship lessons and made a
presentation to the School which then duly voted; the School eagerly awaits the next
election!

Holocaust Memorial Day:
27th January: speakers, talks and activities (eg visit by Auschwitz survivor, Mr Ron
Leaton, in 2006; two Sixth Formers visited Auschwitz in Oct 2008 as part of the ‘Lessons
from Auschwitz’ project and will address the School on Holocaust Memorial Day)

Commonwealth Day:
12th March: presentations by younger year groups about Commonwealth nations and the
role the Commonwealth plays today. 2010: Dr Craven and Mrs Lubikowski gave a
presentation on the history of the Commonwealth and its role today.

International Women’s Day:
25th March: the School was visited by Baroness Preshar in 2009 who spoke to the whole
School about the importance of women’s rights and the progress that is still to be made
internationally. Films were shown in Citizenship lessons marking this occasion: ‘The Rise
of Margaret Thatcher’ + ‘The Legacy of Princess Diana’.

Armistice Day:
Closest to 11th Nov: talks and presentations are offered in the run-up to 11th Nov, plus the
whole School observes a two-minute silence at 11:00am. The School annually collects
for the Royal British Legion as a way of showing our respect. Sixth Formers undertake
this operation.

Citizenship links with Community Service:
Citizenship stresses the importance of encouraging students to get involved in a practical
sense with the needs of the wider community (eg Year 12s worked on a report on ‘the
politics of charity’ as part of their trip to Malawi, shadowing the charity, The Microloan
Foundation, in June 2008, they undertook a research project for The Microloan
Foundation).
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
Whole School Assembly Presentations:
a) The Whole school regularly hears talks and sees presentations by both girls and members
of staff on a wide range of topical issues / current affairs. Over the past two years there
have been presentations on:
‘What lies behind the current Financial Crisis?’
‘Who is Gordon Brown?’
‘The US Election 2008’
‘How does Local Government actually work?’
‘The Ghurkhas’
‘Who were the Bevin Boys?’
‘The land and people of Costa Rica’
‘Vladimir Putins’ Russia’
‘Russia: Are we going back to the Cold War?’
‘The Olympics – from the Ancient Games to the Modern Olympiad’
‘The Bank of England’
‘Understanding the Palestinian – Israeli Conflict’
‘The Mumbai Massacre, 2009’
‘Understanding the Situation in Tibet’
‘Understanding the Situation in Cuba’
‘Understanding the Situation in Kosovo’
‘Understanding the situation in Zimbabwe’
‘Understanding the problems in Northern Ireland’
‘The children of Darfur’
‘Cyber Bullying’
Sometimes Assemblies have focused on widening our understanding of differing religious
cultures and civilizations:
‘A history of Buddhism’
‘What Buddhism teaches us’
‘Buddhism and modern Asian politics: Sri Lanka, Vietnam, Tibet, the Dalai Lama and
Japan’
‘Zen and Buddhism: culture and history’
‘Zen & Art of Calligraphy’
‘Buddhism and Sculpture’
‘The rise of Islamic Civilisation’
‘The Way of Islam’
‘The rise of Modern China’
‘Meditation’
‘The Chakras and Meditation’ (Mr Jessup)
‘King Ashoka’ (Mr Jessup)
‘Respect’ (Mr Jessup)
‘The Sanskrit tradition and the Four Aims of Life’ (Mr Jessup)
‘A trip to the Galapagos Islands’
Assemblies try to make the past relevant to understanding today:
‘Visiting Auschwitz’ (2008 + 2009: Year 12)
‘The Holocaust’
‘Why we respect the Two-Minute Silence on November 11’
‘A history of Flags’
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‘A history of the Indo-European Languages’ (Mr Jessup)
‘The Life of a Catering Manager – with Mr Brian Turner’ + ‘The Golden years of School
Dinners 1900s – 1970s’
Assemblies also encourage pupils to discuss their own projects and interests, own cultures,
enterprises and endeavours:
‘Year 12’s Community Service project to Malawi’
‘Year 12’s Community Service project to Romania’
‘Year 12’s Community Service project to South Africa’
‘Travelling in Modern Japan’
‘Ice-Skating’
‘Tigers’
‘Community Service work in India’
‘Year 11 GCSE History films (home-made) on Hiroshima and the League of German
Maidens’
‘Eco-Schools’
‘My Life So Far’ (usually presented by a Sixth Former)
‘Discovering Myself (Year 11)
‘My Meeting with Gerhard Schroeder’
‘My country: Costa Rica’
‘The Rain Forest’
‘The Air Cadets’
‘My trip to Kenya’
‘What do our House Saints stand for?’
‘My Nuffield Bursary placement’
‘My National Youth Theatre placement’
‘The Art Dept. trip to Paris’
‘Year 8 explain the Reformation’
‘Year 8 on Black History Month’
‘The joy of Chess’
‘Year 7 and the joy of Mandalas’
‘Karate’ (practical demonstration with Phoebe Ratcliffe, Year 9, plus father in 2010)
‘Copenhagen Eco-Summit’
‘The joy of Engineering’
‘Drifting Angels Orphanage in Ghana’
‘English Dept’s Blunder Hunt!’
‘Literary “Blind Date” for World Book Day’ (2010)
Assemblies have also allowed a number of presentations on exceptionally inspiring
individuals:
‘Martin Luther King’
‘Nelson Mandela’
‘Dietrich Bonhoeffer’
‘George Orwell’
‘Rev. Geoffrey Studdert Kennedy (‘Woodbine Willie’)
From Sept 2009 – March 2010 there will also be a series of presentations on the art of public
speaking – designed to inform, inspire and educate the girls with regards to some of the most
famous speeches in history:
‘A history of the art of public speaking’: from Cicero to Barack Obama!’
Elizabeth I’s speech at Tilbury before Armada, 1588 (“I know I have the body of a weak and
feeble woman…”)
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Lincoln’s Gettysburg Address, 1863 (“Govt of the people, for the people, by the people, shall
not perish from this earth…)
Mrs Pankhurst’s ‘Freedom or Death’ speech, 1913 (“Nothing on earth, nothing in heaven
will make women give way…”)
F.D. Roosevelt’s Congressional Address, 1933 about the Depression (“We have nothing to
fear but fear itself…”)
Winston Churchill’s House of Commons speeches May, June, August 1940: (“Blood, toil,
tears and sweat…”, “Fight on the beaches…” + “Their finest hour…” , “The Few…”)
President Kennedy and President Reagan speaking on the Berlin Wall in 1961 and 1987
respectively (“Ich bin ein Berliner...” + “Mr Gorbachev, tear down this Wall!”)
Martin Luther King’s speech at the Lincoln Memorial 1963 (“I have a dream…”)
Nelson Mandela’s inauguration address as President of South Africa, 1994 (“Never shall this
beautiful land experience the oppression of one by another…”)

Encouraging a wider awareness of the outside world:
As a way of encouraging and extending pupils interest in the outside world and the needs of
the wider community, the following are made available to School:
a) Posters and board presentations
b) The School Library subscribes to: ‘The Guardian’, ‘The Independent’, ‘The Week’, ‘New
Internationalist’
c) Back issues of the ‘Amnesty International Magazine’, ‘New World’ (UNA-UK
magazine), ‘The Spectator’ and ‘New Statesman’ are regularly made available to the Sixth
Form.
d) There is a large collection of Citizenship resources: films, DVDs, articles and books
available in S1.
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Overview of the Citizenship Programme: 2009-2010
AUTUMN 2009
Year 8
2 sessions
What is
citizenship?
The Idea of
Citizenship:
Discussion +
activities: what
is a society?
What is
citizenship?
The Web of
Society
Activity:
“Chris’s Day”
(learning about
hidden rights,
duties,
responsibilities
and laws)
What is
citizenship?
Year 9
2 sessions
Govt.,
Parliament &
Elections:
Year 10
2 sessions
Govt.,
Parliament &
Elections:
Different
types of govt
Activity:
‘You are the
Chancellor!’
(Should you
raise taxes or
lower them?)
What is
Democracy?
Govt.,
Parliament &
Elections:
Is
Democracy
the best form
of Govt?
The
Economy &
business
world:
Money
choices
Year 11
2 sessions
The Media:
What is the
media?
The Media:
the
differences
between
tabloids and
broadsheets?
Govt.,
Parliament &
elections:
Utopia: what
would be a
perfect society?
How does
Parl. Work?
Apathy &
Elections.
Activity: build
your own
Utopia!
How do
Elections
work?
Year 13
Preparation for
ESU / MACE /
‘Battle for Ideas’
Preparation for
ESU / MACE /
‘Battle for Ideas’
Learning how to
debate:
Learning how to
debate:
Preparation for
ESU / MACE /
Battle for Ideas
Preparation for
ESU / MACE /
Battle for Ideas
Preparation for
Model UN
conference
Preparation for
Model UN
conference
The Media:
Is freedom of
speech
always
sacrosanct?
Govt.
spending
Govt.,
Parliament &
Elections:
Year 12
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SPRING 2010
Year 8
2 sessions
Diversity:
What makes
the UK
culturally
diverse?
What is
‘Britishness’
Year 9
2 sessions
Rights and
Responsibilities:
Year 10
2 sessions
UK & the outside
world:
Year 11
2 sessions
UK & the
outside world:
The law & you:
What is the
Commonwealth?
What is
globalisation?
Does it make a
difference?
Why do we
give aid to the
Dev. World?
UK & the outside
world:
Active
citizenship:
What is the UN?
Review of
skills, learning;
Why do we need
laws?
What happens if
you break the
law?
Diversity:
Immigration:
What is
Racism?
Where do we all
come from?
How do we
deal with
Racism?
Year 12
Year 13
Preparation
for ESU /
MACE /
Battle for
Ideas
Preparation
for ESU /
MACE /
Battle for
Ideas
Preparation
for Model
UN
conference:
‘Crisis in
Nigeria’
Preparation
for Model
UN
conference:
‘Crisis in
Nigeria’
What is an
‘active
citizen?’ –
getting
involved in the
wider
community
Summer 2010:
Year 8
2 sessions
Global community:
What is
globalisation?
How can nations
help each other
internationally?
Voluntary groups:
Why do people
volunteer?
What role do
voluntary groups
play in society?
Voluntary groups:
Year 9
2 sessions
Conflict
Resolution:
Year 10
2 sessions
Global
interdependence:
What causes
conflicts?
Tourism, trade,
sustainable
development
How can they
be resolved?
Conflict
Resolution:
Practical
exercise:
looking at
South Africa
and Rwanda
Year 11
Year 12
Year 13
Global
interdependence:
Tourism, trade,
sustainable
development
Agenda 21
The international
work of the Red
Cross
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B. ENGLISH DEPARTMENT
Spiritual
Year 13 read The Pardoner’s Tale; exploring medieval religious beliefs and comparing to
today.
Year 12 read Hamlet; thinking about what it is to be human; core values and beliefs.
Year 11 study literature from pre and post 1914, comparing different value systems.
Moral
Year 13 encounter ‘perverted morality’ in The Pardoner’s Tale and Wuthering Heights.
Year 12 encounter moral and immoral behaviour in Enduring Love.
Year 11 encounter morality and issues pertaining to family in A View from the Bridge.
Year 10 read An Inspector Calls, dealing with right and wrong behaviours.
Year 9 discuss the miscarriage of justice and legality in To Kill a Mockingbird.
Year 8 encounter right and wrong in The Merchant of Venice.
Year 7 meet the theme of retribution in The Tempest.
Social
Year 12 and 13 are required to use public libraries for their studies.
Year 10 and 11 read non-fiction and media texts about modern society.
Year 9 read news items and media texts about contemporary life.
Year 7 learn about the theatre and acting as a career in Cue for Treason.
Year 6 read about alternative modes of living in Kensuke’s Kingdom
Cultural
Year 13 are given a wide ranging reading list to allow them to explore other cultures.
Year 10 and 11 read stories from different cultures for GSCE.
Year 9 study race relations in To Kill a Mockingbird.
Year 8 learn about race relations in Roll of Thunder Hear My Cry.
Year 7 learn to respect English literature as passed down from Shakespeare.
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C. RELIGIOUS STUDIES DEPARTMENT
Religious Studies Department Statement:
Religious Studies enables young people to learn about and from religion. It is directly
concerned with exploring and responding to religion. Responsibility for spiritual, moral,
social and cultural development runs across the curriculum. Morality is not necessarily
dependent on particular religious beliefs and may exist independently of them. However,
Religious Studies specifically encourages young people to make reasoned and informed
judgments about spiritual, moral, social and cultural issues. In particular Religious Studies
should explore the ideas, feelings and actions involved in the ethical teachings of religious
traditions and develop a sense of the value of ethical teachings in our own lives.
Religious Studies is concerned with the spiritual growth of the individual and with those
feelings that arise out of experience and influence the search for meaning and purpose in life.
For some, such experiences will be interpreted in religious terms. Spiritual growth is the
concern of the family, the school and the community. In Religious Studies pupils learn to
empathise with the way that families and faith communities encourage spiritual growth in
association with their own traditions. One of the tasks in teaching Religious Studies is to
enable pupils to become aware of a wide range of religious interpretations of personal
experience and to help them to understand their importance to believers.
The teaching of Religious Studies encourages pupils to reflect on their own beliefs and values
and to respect the values of others that may be different from their own. It seeks both to
impart knowledge and develop understanding of religious experiences, feelings and attitudes
through a variety of teaching and learning approaches.
The department follows the definitions from the Ofsted document HMI 2125 published in
2004:
Spiritual development is the development of the non-material element of a human being which
animates and sustains us and, depending on our point of view, either ends or continues in some form
when we die. It is about the development of a sense of identity, self-worth, personal insight, meaning
and purpose. It is about the development of a pupil’s ‘spirit’. Some people may call it the development
of a pupil’s ‘soul’; others as the development of ‘personality’ or ‘character’.
Moral development is about the building, by pupils, of a framework of moral values which regulates
their personal behaviour. It is also about the development of pupils’ understanding of society’s shared
and agreed values. It is about understanding that there are issues where there is disagreement and it is
also about understanding that society’s values change. Moral development is about gaining an
understanding of the range of views and the reasons for the range. It is also about developing an
opinion about the different views.
Social development is about young people working effectively with each other and participating
successfully in the community as a whole. It is about the development of the skills and personal
qualities necessary for living and working together. It is about functioning effectively in a multi-racial,
multi-cultural society. It involves growth in knowledge and understanding of society in all its aspects.
This includes understanding people as well as understanding society’s institutions, structures and
characteristics, economic and political principles and organisations, roles and responsibilities and life
as a citizen, parent or worker in a community. It also involves the development of the inter-personal
skills necessary for successful relationships.
Cultural development is about pupils’ understanding their own culture and other cultures in their town,
region and in the country as a whole. It is about understanding cultures represented in Europe and
elsewhere in the world. It is about understanding and feeling comfortable in a variety of cultures and
being able to operate in the emerging world culture of shared experiences provided by television, travel
and the internet. It is about understanding that cultures are always changing and coping with change.
Promoting pupils’ cultural development is intimately linked with schools’ attempts to value cultural
diversity and prevent racism.
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In Year 8 and 9 the course covers the key beliefs and practices of the major world religions
through a thematic approach. The aim is to give students knowledge of the diversity of
religious beliefs and practices in the world, whilst appreciating the unity of faith shared by all.
The programme allows the students to learn both about religion and from religion as
recommended by the SCAA. Pupils are encouraged to reflect on the importance of religious
beliefs and practice, in particular their influence on the daily lives of followers. Pupils of a
particular religion are encouraged to share their thoughts and practices with the class if they
so choose. The teaching approach is to establish rules of respect for others opinions in the
classroom. Sapere’s P4C programme is being introduced to these year groups at the start of
the topics to support this aim.
In Years 10 through to 13 the department follows the recommendations of the relevant exam
board in Notes for Handbook SMSC agenda. The Religious Studies department assumes
responsibility for the formation and delivery of the Scripture delivered to Years 6 and 7. This
is delivered by the Form Teachers and is perceived to be an excellent medium through which
SMSC can be developed through both the content and the style of the lessons
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D. SPORTS DEPARTMENT
Spiritual
The girls learn about one’s self: assessing and coping with the emotional aspects (eg fear,
doubt, anxiety) of the individual and arising from relationships with peers. This topic is
covered organically as the need arises with in the group. Discussion is not ‘one-off’ but
ongoing and lays the foundation of trust and respect between the pupils and the teacher. Staff
then guide this dynamic into the relationships between peers.
The girls learn self-worth: Staff are adamant that the win/loss result is irrelevant when
compared to the individual’s accurate evaluation of her performance when measured against
her potential. The Sports Department are open in their estimation of an individual’s current
performance and engage pupils in the process of setting by ability through frequent reminders
that this categorization is not a fixed limit on their ability but a fluid organizational need.
Moral
Sportsmanship is key and central to the behaviour expected from St James pupils. All students
are expected to have full respect for the rules, umpires and other players. Yr 10: learn about
the role of the referee and the importance of fair play. This is reflected in the normal etiquette
of all sports: cheering the opposition and shaking hands at the end of a match and hosting
teas.
Social and Cultural
Operating as part of a team is central to participation and offers the opportunity to discover
that team morale is far more important than an individual perspective. For teenage girls to
practice not voicing negative ideas in an effort to preserve the fragile harmony of the team is
key to creating an environment of trust that can draw out the best in each individual. This in
turn offers a skill for life and is at the forefront of how teams are coached at St James.
Furthermore the ‘Sports Leader Award’ encourages and recognises the following strengths: it
develops leadership skills; it is not dependent on sporting ability but rewards improvement; it
encourages service to others and can be a stepping-stone to early employment.
Students learn about planning, preparing and assisting a simple sporting activity,
communication skills for leaders, principles of basic fitness, fair play in sport, the role of the
sports official, understanding the scope of local sport and recreational activities,
demonstration of leadership in sport.
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E. MUSIC DEPARTMENT
Spiritual
All years – hymn singing in Assembly; singing of music with a religious text in the end of
year concert sung by all members of the school; selection of songs sung by classes and years
from different faith traditions; in addition girls attend church services conducted by the school
chaplain at the start and end of each term with musical items from the whole school and
individual and choir items;
From Year 10 – girls may take the opportunity to compose music on spiritual themes as part
of their GCSE/A-level coursework
Year 7 - religious music: plainsong, renaissance and baroque church music
GCSE - religious music from the Western classical tradition
AS - Baroque church music
A2 - Twentieth-century British choral music including an examination of the relationship
between composer, audience and faith.
Extracurricular groups – choirs sing music with sacred text; chamber choir to sing in sacred
buildings in Rome; choirs have led the Taize Service at St Mary Abbotts, Kensington
Moral
All years – girls may take the opportunity to express themselves in music composition on a
theme of moral judgement.
Social
All years – all participate in choral singing and the end-of-year concert where they learn that
individual behaviour can contribute to a group achievement; girls work in groups and pairs on
music compositions and performances, both in class and in extracurricular groups, learning
skills of leadership, initiative and socialisation .
Cultural
Music of other cultures is studied throughout the school, and girls from different musical
traditions are encouraged to take part in school concerts and competitions and their successes
are celebrated on an equal footing with the majority culture; in particular the following is
studied in each year:
Year 7 – Indian music, the Blues
Year 8 – Chinese & Japanese music
Year 9 – the Gamelan (music of Bali/Indonesia)
GCSE – R’n’B, Hip-Hop, Caribbean music, African music, Indian music
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F. DRAMA DEPARTMENT
Spiritual
Pupils across the year groups explore and connect with a wide range of stimuli which relate to
spirituality. Year 9 study a Shakespeare play as part of their curriculum; the themes, beauty
and spirituality in the language are touched on in rehearsals and discussions eg: The Seven
Stages of Man: ‘As You Like It’.
Moral
Year 10: Pupils study Blood Brothers as part of their GCSE course. Throughout the study of
Willy Russell’s text they are given the opportunity to discuss the moral issue of adoption and
the separation of twins/siblings at birth; the implications of right and wrong action; the
pressures of good and bad company; the value of considered decision as opposed to irrational
action
Year 10: Pupils explore and develop issues through drama, regarding the extradition of
British children to Melbourne during 1950’s. The pupils study an extract from ‘Empty
Cradles’ by Margaret Humphreys: a book written about the plight and suffering of the
children.
Social
a) ability to accept responsibility:
Year 9: Year 9 study and perform a Shakespeare play becoming involved and taking full
responsibility at every level of production from performance, helping back stage, costumes,
make-up, lighting, front of house and box office.
b) broad general knowledge:
Year 10: Blood Brothers at GCSE. Pupils are given the opportunity to explore the different
life styles of a working class scene in parallel with a middle class scene. Pupils are
encouraged to explore and discover Liverpool in the 1950’s and the issues relating to
unemployment, language, family life and issues, fertility in the 1950s, violence and
dependency on drugs.
Year 11: Pupils explore the issues surrounding Obsessive Compulsive Disorder as part of
their GCSE course. Throughout the course they explore and study a wide range of texts from
modern monologues, classical texts and stimuli from the press. Through the use of
improvisation and role play they develop an appreciation of suffering with OCD and the
pressures to family and friends.
Cultural
Year 10: Blood Brothers. Pupils research Greek Theatre and Mythology eg: the use of
Chorus and the story of Oedipus story.
Year 12: Classical (Sophocles - Antigone) and Modern literature (Oh What A Lovely War) are
studied in consideration of the themes and issues surrounding the culture and social aspects.
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G. DANCE DEPARTMENT
Spiritual
The Department’s aims cover many aspects of spirituality and look to develop qualities in the
pupil that will enhance their maturity into a well rounded individual. Whilst lessons and
performance opportunities aim to achieve a technical accomplishment, confidence building
and self awareness are integral to lesson plans and pupils are encouraged to use the subject as
a means of developing qualities which will benefit them in later life. Pupils are given the
opportunity to volunteer for the summer term dance festival which, for most, is an experience
with which they are not familiar and encourages them to collaborate on something which is
outside of their comfort zone. Pupils are also encouraged to set their own targets and consider
how the subject relates to them as an individual and what they would like to achieve from the
lesson aside from skill acquisition.
Moral
Pupils are frequently shown professional performances and one moral discussion which often
arises as a result is the question of physique and the physical fitness of the dancer. Pupils are
generally observant of dancers who are excessively thin and this observation often prompts
the discussions relating to diet and nutrition and the professional industries discrimination
against larger dancers.
Social
Pupils cover both technical and social dance and work closely with other individuals during
the lessons. Group choreography allows pupils the opportunity to work within a group to
produce work to be performed in front of an audience and think about the effect of the piece
as a whole instead of from the perspective of the individual. Social dances such as the waltz
and salsa studied in years 11-13 allow pupils to work closely with others and consider the role
of dance within society and the context from which a particular style has arisen. The sixth
form production set in the 1920’s contained dance in the style of the Charleston and pupils
were made aware of the jazz age of the 1920’s and how the liberation being experienced by
women at this time influenced the developing dance style.
Cultural
Different cultures styles are experienced in lessons for year 11 – 13 and sometimes for year 9
depending on the theme of the year group’s production. Styles covered in years 11 – 13
include Latin American styles such as salsa.
The annual Dance Festival also show cases styles from different cultures with performances
to date consisting of national dances from Indian, Spain, Persia, Iran, Ireland and Scotland.
Pupils who are familiar with a particular style are asked to share their practice as a reflection
of the multi cultural make up of the school.
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H. ART DEPARTMENT
Year 6
 Christmas card and Christmas windows starting point for design.
 Egyptian culture as a basis for the artwork
Year 7
 Christmas card and Christmas windows starting point for design.
 Greek & Roman culture as a basis for the artwork, fine examples shown to uplift and
inspire.
 Silk painting is a disciplined spiritual activity that can be discovered & enjoyed as part of
the curriculum. Originating as a fine art in China.
Year 8
 Christmas card and Christmas windows starting point for design.
 Western European & African culture as a basis for the artwork, fine examples shown to
uplift and inspire.
Year 9
 Christmas card and Christmas windows starting point for design.
 Medieval art & design as a basis for the artwork, fine examples shown to uplift and
inspire.
 Looking at the Platonic geometry that is inherent in natural forms as a starting point for
their design project.
Year 10
 Christmas card and Christmas windows starting point for design.
 French Impressionists as a basis for the artwork, fine examples shown to uplift and
inspire.
Year 11
 Christmas card and Christmas windows starting point for design.
 Western European, Oriental & African Art as a basis for the artwork, fine examples
shown to uplift and inspire.
 Looking at the sacred geometry that is inherent in natural forms as a starting point for
their projects.
 Consideration of the power of communication that is inherent in art as a subject. Art has
the power to be transformative. Hence a focus on examples of artwork to inspire and
nourish.
Year 12
 Christmas card and Christmas windows starting point for design.
 Artwork from all cultures - fine examples shown to uplift and inspire.
 Consideration of the power of communication that is inherent in art as a subject. Art has
the power to be transformative. Hence a focus on examples of artwork to inspire and
nourish.
Year 13
 Christmas card and Christmas windows starting point for design.
 Artwork from all cultures - fine examples shown to uplift and inspire.
 Consideration of the power of communication that is inherent in art as a subject. Art has
the power to be transformative. Hence a focus on examples of artwork to inspire and
nourish.
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I. CLASSICS DEPARTMENT
Spiritual
In Year 10, pupils studying Greek and/or Latin begin the study of literature as part of their
GCSE course. Through the study of Virgil and Homer in particular, they are given the
opportunity to explore the religious beliefs of the Greeks and Romans and the way in which
these beliefs affected their lives. Prior to this they will have been taught about the Greek gods
and their Roman equivalents.
The Cambridge Latin Course also has sections on the following topics as part of its cultural
material:
Book I Stage 7 – death and burial; Roman beliefs about life after death
Book II Stage 19 – the worship of Isis
Book III Stage 22 – magic and curses
Book III Stage 23 – Roman religion
Book V Stage 28 – marriage customs
Moral
Pupils are encouraged to question attitudes held by the Ancient Greeks and Romans such as
attitudes to slavery, the relationship between the Romans and the peoples of the different
provinces of the Empire, gladiatorial combats etc.
Social
Through their study of the political institutions of Ancient Greece and Rome, pupils learn
about the origins of Western democracy.
Cultural
The study of the culture of Ancient Greece and Rome is an essential part of the teaching of
the languages. In Greek, topics such as everyday life, education, the Olympic Games, are
explored through project work in Years 8 and 9. In Latin, every stage of the Cambridge Latin
Course contains cultural information which we study together in class. This includes
information on the political, business, artistic and everyday life of the Romans.
Visits to Roman sites (eg Fishbourne, Bath) in Years 7-9 teach pupils about the influence that
Roman culture has had on our own culture and way of life.
Greek/Latin derivations of English words often have a cultural/moral or social context eg the
word ‘sarcasm’ is derived from a Greek word () which means ‘I rend of flesh like a
dog’.
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J. SANSKRIT DEPARTMENT
The study of Sanskrit at St James gives ample opportunities for the spiritual, moral, social and
cultural development of pupils.
Spiritual
The recitation and study in the original Sanskrit of verses from texts such as the Bhagavad
Gita and the discussion of the spiritual content of these scriptures give pupils real insight into
the non-material element of the human being. For example, Bhagavad Gita chapter 6 verse
29, which is part of the IGCSE Sanskrit set text, states:
‘One whose mind is devoted to spirituality sees the Self abiding in all beings, sees all beings
in the Self and sees everywhere the same.’
Such verses are recited and discussed throughout the age groups. This becomes particularly
so as the pupils become more mature and are able to appreciate for themselves such concepts.
In Year 13, for example, the A Level set texts contain substantial excerpts from the
Upanishads. Mundaka Upanishad 1.1.6 says:
‘The wise realize everywhere that which cannot be perceived and grasped, which is without
source, features, eyes or ears, which has neither hands nor feet, which is eternal, multiformed,
all-pervasive, extremely subtle, and undiminishing, and which is the source of all.’
The Epic Civilization course begins by inviting exploration of such concepts as the infinite
Spirit (Brahman) and the limitless Self (Atman) living in all human beings. This can instil in
pupils a sense of true identity, self-worth and boundless potential. The course goes on to
investigate many of the central ideas underlying the philosophical religious beliefs in many
traditions, including bondage and liberation, illusion, the make-up of the subtle world,
impressions in the mind and their effect on deeds.
Moral
The Sanskrit literature studied by pupils of all ages is replete with moral advice, encouraging
pupils to distinguish right from wrong and to respect the law.
The Laws of Manu, studied in both Years 12 and 13, are full of such instruction, as for
example chapter 6 verse 92:
‘Patience, forgiveness, self-control, not stealing, cleanliness, control of the sense organs,
wisdom, knowledge, truthfulness and absence of anger form the tenfold law.’
The Sanskrit epics, the Ramayana and Mahabharata also inculcate both through stories and
also direct teaching a wealth of moral values, yet doing so with a storyline that is so
compelling that it cannot but fail to intrigue the most reluctant teenager. Stories from the
Mahabharata are studied in Sanskrit and translated into English from Year 6. There are
countless examples of selfless conduct, such as that of Bhisma in the Mahabharata when he
gives up his claim to the throne to ensure the happiness of his father. There are many
occasions when keeping one’s word is considered of the utmost importance, as for example
when Dasharatha is forced to send his beloved son Rama to the forest in order to keep his
word. Rama complies unquestioningly out of filial respect.
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One of the set texts for IGCSE Sanskrit is the Hitopadesha, a collection of stories sharing a
common ancestery with Aesop’s fables. The text is designed to inculcate moral values
through entertaining stories especially tailored for the adolescent mind. The stories are
punctuated by Sanskrit verses giving traditional wisdom, as for example:‘One who has
intelligence has strength.’
Social
The spiritual and moral teachings of the Sanskrit scriptures also encourage social
responsibility. In September 2009 two assemblies were given on the subject of respect in
Sanskrit literature, in which the quotation from the Taittiriya Upanishad ‘Let your mother be
like a god, let your father be like a god, let your teacher be like a god’ was expanded upon.
In the same assemblies the enlightened religious, social and fiscal initiatives of the 16th.C.
Emperor Akbar were presented as an example of how community life could be developed in
an harmonious way.
The Epic Civilization course emphasises the Sanskritic teaching of karma, the law of
consequences of action of human beings in society. The simplicity of this teaching is that
good deeds lead to good consequences and evil deeds lead to evil consequences. The Sanskrit
terms clearly explaining this system are taught and examined in IGCSE Sanskrit. The course
also brings out the importance of service in the community to elders and teachers, fellow
human beings, and to animals, and the necessity for care of the environment.
Cultural
Underlying three major religions, namely Hinduism, Jainism and Buddhism, being close to
the source of the origin of all Indo-European languages including English, and directly
underpinning much of the modern culture of the Eastern world, the study of Sanskrit is
uniquely placed to enable pupils to appreciate the very ancient origins of their own and other
cultures and thereby to see the unifying elements. Trips and study holidays also give insights
into the common origins of cultures. For example, during the study holiday in Malta in 2009
Year 11, 12 and 13 Sanskritists investigated the ancient temple culture of Malta which was
probably contemporaneous with ancient Vedic culture, and which seems to share many
features with it. Pupils thereby had a taste of what may be some of the roots of humanity
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K. MODERN FOREIGN LANGUAGES DEPARTMENT

Pupils may gain insights into the way of life, cultural traditions, moral and social
developments of other people: namely the French and the Spanish.

Pupils’ social skills are developed through group activities and communication exercises.

Listening skills are improved through oral/aural work. The deptartment works hard to
promote harmony and tolerance between pupils coming from different cultural traditions
and to recognise the positive contributions made by the French and Spanish cultures.
L. MATHS DEPARTMENT

In Year 7, while working on place value, we investigate different number systems, such
as Chinese, Egyptian, Babylonian, Roman. (Target 4)

In Year 9, we are developing a joint project in the Summer term for Year 9 looking at
Islamic Art (Target 4)
M. ECONOMICS DEPARTMENT
Spiritual
The essence study of economics at St James is summarised in a quote from a former pupil:
“Economics offers a way of thinking about the world that enables us to make the best of what
we have”
Moral
We attend the Annual Lecture at the Royal Economic Society. In 2009 the title is ‘Economics
and Morality’; in 2007: Climate Change, Ethics and the Economics of the Global Deal; in
2006: War and Peace in Africa. Girls are encouraged to read a quality national newspaper at
least once a week. Positive economics is taught which gives the girls a firm theoretical
foundation of how an economy works. At AS they are introduced to different types of
economic system and the role of government in meeting the demands the community. Girls
are encouraged to formulate their own views as to what constitutes a fair and just economic
system.
Social
Girls are encouraged to take responsibility for promoting the subject across the school by
looking after the notice board, running competitions and giving talks in Assembly. In recent
years these have ranged from the Congestion Charge in London; The Target 2.0 Competition;
Visiting the Bank of England. Group work takes place on a regular basis throughout the
course and all girls are encouraged to fully participate and contribute.
Cultural
In the Autumn Term we visit the Bank of England. At As the girls are introduced to the macro
economy in the UK and the importance of international trade. At A2 we study the transport
market in the UK and EU and in the Spring and Summer Term we study the Global Economy:
trade and integration; development and sustainability; the economics of globalisation.
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N. HISTORY DEPARTMENT
History Department Statement:
We feel that every History lesson should contribute in some way to the SMSC targets: History
is supremely well placed to allow students a deeper understanding of key social, cultural
issues, whilst also offering a unique insight into the human condition – with all our passions,
endeavours, creations, adventures, failures and cruelties.
The Dept. is committed to making a study of History relevant and useful in order that young
people may better the world around them. We believe that a study of History leads to a more
sophisticated and coherent understanding of respective societies, helping to forge an
awareness of national heritage, as well as the problems and challenges facing us today - in
our generation.
An historical background provides key skills such as the ability to analyse, to reason
critically, to debate and argue, to communicate effectively, as well as providing the historical
perspective needed to make balanced and informed judgments.
Furthermore, we believe that a study of History should enhance the spiritual and moral
dimension of the individual. There is an emphasis on studying the lives of ‘inspirational’ men
and women throughout the syllabus – such as St. Benedict, Alfred the Great, Leonardo Da
Vinci, Mrs Pankhurst, Dietrich Bonhoeffer, for example – in order to present examples of
people who have in some way ‘elevated’ the human experience for the better. We also note
those countless but nameless souls who have also contributed to the advances and progresses
which we enjoy today.
The Dept also seeks to promote a diverse approach to History: we want our pupils and
students to understand different perspectives that different people will have of history: from
Black history to Women’s history, to history from the Child’s perspective. From classroom
discussions and lessons, to Assemblies and talks, pupils are invited to consider the lives of
people like Martin Luther King, Gandhi, Malcolm X, the Suffragettes, and to look at the
experience of black immigrants coming to the UK, the women’s movement in the 1960s, the
growing pressures on young people in the post-war world, etc.
Examples of how SMSC is achieved in History:

Year 6: the legacies of ancient civilizations: how have they shaped our world today?

Year 7: what did the Romans ever do for us today? How would our world be different
without the Romans? The position played by the Church in society – comparing medieval
and modern-day experiences? The contribution of Islamic civilization to modern-day
society. The Koran and the Bible compared.

Year 8: the challenge of Church v State; the Crusades – a clash of East and West
civilizations. The differing spiritual approaches of the Catholic and Protestant traditions?

Year 9: the slave trade and modern-day racism; modern political ideas coming from the
French and American Revolutions. The experience of Total War - the Great War and how
do we respond to modern-day warfare?

Year 10: the birth of modern Europe post-1918; the link between economics and politics
seen against the backdrop of 1930s’ Depression; inflation, financial and banking crises compare to today? Is it ever right to appease dictators? What rights and responsibilities
does a citizen have in an age of total war, dictatorship and terror? Is it right to attack
civilians in war? Examples of ‘moral resistance’ to dictatorship in Nazi Germany?
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Year 11: Communism, Fascism, Nazism – modern-day political extremism, antiSemitism, nationalism and racism; how did Communism seek to aspire to ‘a higher
morality’? The lessons of the Holocaust – how could people survive such horrors? Was
the Holocaust ‘unique’ in degrading human spirituality? Birth of the Welfare State –
compare to modern-day values; social history – how far have women, immigrants and
young people progressed in the UK? How have attitudes to women changed?

Year 12: the history of the Liberals, Labour and Conservative Parties. The role of Trade
Unions in modern-day society? Nationalization and State intervention. How far did
Germany recover after 1945? Were the German people ‘morally culpable’ for war-time
experiences?

Year 13: comparing Russian experiences, attitudes and values to European. Why is Stalin
still so revered in modern-day Russia?
O. ICT DEPARTMENT
During KS3, ICT skills are developed through project work based upon various topics. The
context for the topics are selected with reference to events both in school and within the wider
community, that are happening during the time of the project. Such topics as “Writing
Recipes for The Art of Hospitality”, “Developing Web Research Skills”, “Researching and
creating presentations on a contemporary topic” and “Mailmerge in MS Word” (with
reference to its use in Junk-mail) have all been used as contexts within which to deliver ICT
skills. The ICT teacher also works closely with the coordinator for PSHE to provide
supporting research and creative activities on issues covered in PSHE lessons, for example,
role models of beauty, creating “I am grateful” leaves etc.
The social and moral implications of the use of ICT in present day society are covered
explicitly as part of the GCSE syllabus in Years 8 and 9. The current scenario is “ICT
solutions to support the Environment”. Pupils develop ICT solutions for the planning of an
“Eco Summit”. This involves researching earlier summits and finding out the ecological
stance and current status of a country (in collaboration with the Geography department). They
gain very realistic and practical knowledge of ecology from a global perspective. In Year 7
pupils visit the Eden project and develop websites of their experiences.
Throughout the curriculum reference is often made to the use of ICT in the “real” world,
drawn upon the previous professional experience of the teacher. From Year 6 pupils are
taught how to plan and develop ideas using professional planning tools. In practical exams
pupils design business cards, stationary and leaflets for charities. This involved pupils
identifying and researching a charity of their choice.
In year 7 and 8 pupils develop Health and Safety and computer resources for use in a business
to train employees. Much of this material has been used to support training of staff in the
school.
In Years 6-8 pupils are taught about cyber-bullying and the potential negative impacts of
using ICT. In year 8 they develop presentations on how to be “Wise on the Web”, exploring
topics such as reliability of information, copyright, use of social networking sites, email and
messaging.
The ICT syllabus is designed to capture and harness the natural inventiveness, creativity and
intelligence of the child by providing suitably stimulating contexts for their learning and
developing the view of the computer technology as an exciting tool.
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P. GEOGRAPHY DEPARTMENT
Spiritual
Geography encourages pupils to take an interest in the world around them and to understand
that whilst they should form views about what happens in the world, these should be
supported by evidence.
Moral
Pupils are encouraged to formulate their own viewpoints about a variety of geographical
issues and try to make planning decisions based on evidence. In Year 10 pupils study the
Chinese 1-child policy and the balance between restricted rights for some individuals may
benefit a wider community.
Social
Geography encourages pupils to see themselves as part of a number of communities of
different scales – part of a city population (with Year 7 local study), a national population
(demographics in year 10), as part of the EU (Year 8) and a global citizen (Years 9-13)
Geography encourages group work and the organisation of tasks.
In Year 7 pupils investigate the evidence for and the effects of climate change.
In Year 8 pupils study the EU and its role.
In year 10 pupils work in groups to present their plan for the optimum redevelopment of
squatter settlements (also links with 2 and 4).
In GCSE courses pupils learn about Governmental organisations and NGO’s in respect of
Regional Development Areas, National Parks, the role of local councils in planning.
In their A-Level course pupils study local schemes where communities have made an impact
upon their lives (eg Saas Fe in Switzerland). They examine how legislation affects the lives of
farmers. They study how international co-operation can be achieved (eg the Antarctic Treaty).
Cultural
Year 7 pupils look at how life varies for people around the UK, comparing urban and rural
areas.
Year 9 pupils examine issues of economic development and global links.
Year 10/11pupils look at different cultures attitudes to population growth and birth control.
Year 12 pupils examine the effects upon indigenous peoples of various development schemes
(Three-Gorges dam, tourism in the Caribbean, etc)
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Q. BIOLOGY DEPARTMENT
Year 9
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In studying the common characteristics of living organisms the idea of unity in
diversity is discussed as an indication of the unity of life.
In introducing the cell the idea of a unit in a subject, akin to the number one in maths, is
mentioned. This could be used as a starting point from which to discuss the idea of one in
human thinking.
Study of the variety of living organisms (classification) allows attention to be drawn to
the magnificent variety of forms which may lead to a sense of wonder – a spiritual sense.
Study of levels of organisation leads to a sense of wonder at the orderliness in the
biological realm.
Study of biological molecules also leads to a sense of wonder at the orderliness in the
biological realm and touches again on the common thread running through all life forms.
Nutrition in humans could be used as an opportunity to discuss the foods eaten by
children from different cultural backgrounds but we have only just thought of this.
Year 10
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Gas exchange in human and plants could be used to consider air as the breath of life,
and thus provide an opportunity to reflect on the spiritual nature of life.
Coordination and response sometimes lead to consideration of disabilities resulting
from damage to the spinal cord or brain or to sense organs, giving some social awareness
of such conditions. It also allows girls to reflect on their own good fortune.
Ecology focuses clearly on the interdependence of all living organisms. This leads to a
consideration of human dependence on the sun, rain and what the earth produces.
Human Influences on the Environment brings discussion about global warming, water
pollution, use of fertilisers, deforestation, overfishing and overgrazing and thus touches
on human responsibility for the state of the planet.
The school Annual Science Competition which takes place in the summer of Year 10 is
an opportunity for girls to research a science related topic in a social context eg one year
the title was Lessons From the Earth; another was Biomimetics.
Year 11
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Human reproduction may give an opportunity to reinforce the moral guidance girls have
already received in PSHE lessons on sexual intercourse. That some pathogens such as
HIV as well as alcohol and possibly cigarette products, may cross the placenta helps to
make girls aware of a mother’s vulnerability and responsibilities.
Inheritance brings some debate about the causes of human variation: genetic,
environmental or both. Girls can see that it is not a clear–cut matter and that careful
thought should be given before judgements are made on human differences.
Use of Biological Resources raises a number of moral and social issues which are
discussed for example, can a balance be struck between making money by maximising
food production with the environmental damage that this entails and producing enough
food to feed the population. More formal debates could be organised.
The morality of related issues include fish farming, food production using glass houses,
comparison of biological and chemical pest control.
Genetic engineering raises its own moral questions; girls study its application to produce
much needed medicines such as human insulin as well as its use in crop production.
Cloning of plants and animals again raises moral issues and some of these are
considered.
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Year 12
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Many aspects of biology lend themselves to experiences of awe and wonder which bring
a spiritual dimension to the lessons. These may be brief moments and are usually
unplanned but nevertheless touch on the ‘non-material’aspect of human existence.
Many aspects of biology can be used to draw attention to matters human significance for
example, cooperation between cells, organs and organ systems.
Food and Health raises social issues of obesity and malnutrition; decisions about what
sort of diet one should have are discussed in the light of evidence that cholesterol as
LDLs may increase the risk of heart and circulatory disease.
Various methods of food production raise moral issues and some of these are discussed.
Health and Disease raises a great many social issues many of which are discussed for
example, the global impact of malaria and HIV; the use of vaccination programmes; the
effects of smoking.
Study of Classification Systems brings to light the many ways in which organisms may
be classified according to custom and social mores and thus has a cultural dimension
making pupils aware that the scientific framework is not the only way of viewing the
natural world.
Moral and social issues are evident when considering the way that microorganisms can
evolve and become resistant to antibiotics, and insects can become resistant to pesticides.
Maintaining Biodiversity gives opportunity to consider the moral and social
implications of human actions that reduce biodiversity such as global warming; but most
emphasis is given to a range of methods whereby biodiversity can be maintained thus
helping pupils to be aware of the value of conservation methods such as botanic gardens,
seed banks, national parks; pupils also consider the importance of international
cooperation in species conservation (CITES) and at a local level, the importance of
environmental impact assessments.
Year 13
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Many aspects of biology lend themselves to experiences of awe and wonder which bring
a spiritual dimension to the lessons. These may be brief moments and are usually
unplanned but nevertheless touch on the ‘non-material’aspect of human existence.
Many aspects of biology can be used to draw attention to matters human significance for
example, the central role of the sun in maintaining all life is considered while studying
photosynthesis. The central role of light in the mental realm might be seen as analogous.
The moral issues involved in producing GM insulin or in using stem cells to treat
diabetes are considered.
The misuse of anabolic steroids is touched on in the consideration of urine testing thus
drawing attention to a moral issue.
The causes of variety in human (and other) populations is studied in Meiosis and
Variation. Thus an opportunity to reflect on the reasonableness of tolerance of all
peoples is provided.
Biotechnology and Gene Technology provide ample scope for moral and social
considerations for example the use of microorganisms in food and drug production;
cloning of animals for human advantage; gene therapy; and the ethical concerns raised by
genetic manipulation of humans, animals, plants and microorganisms.
In studying Populations and Sustainability economic, social and ethical reasons for
conservation of biological resources are considered, thus providing opportunity for debate
on a moral and social level.
In the context of Animal and Human Behaviour we will ‘discuss how the links between
a range of human behaviours and the dopamine receptor DRD4 may contribute to the
understanding of human behaviour.’ Thus social understanding may be enhanced.
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R. CHEMISTRY DEPARTMENT
Spiritual
Making solutions: salt dissolves in water as an immediate analogy to faith (Upanishads).
Putting a human face on scientific discovery: accounts of personal endeavour, commitment
and resolve to find answers.
Moral
Using the Earth’s finite resources with responsibility and humility. Respecting natural cycles
and playing one’s part in minimising environmental damage. This can be linked to use of
energy sources, plastic use and disposal, greenhouse gases and carbon emissions, extraction
of metals from their ores etc. Sustainability: using industrial processes that reduce or
eliminate hazardous chemicals.
Year 10: Annual science competition has often been based around this theme. e.g. Guardian
of the Earth.
Year 12: Use of CFCs: weighing up their benefits against the breakdown of ozone layer. Air
travel as a major contributor to greenhouse gases and radicals which deplete ozone.
Social
Years 11, 12, 13: Polymers: responsible use and disposal of plastics. Recycling and reuse
where possible. Increased social desire to reduce plastic waste. Role of chemists in the
development of degradable plastics.
Year 12: Role of chemists in minimising climate change resulting from global warming by
providing scientific evidence to governments and investigating solutions such as carbon
capture and storage. This should also be linked to initiatives such as the Kyoto Protocol.
Green chemistry: appreciation that legislation may be required to enforce environmentally
desirable processes.
Importance of establishing international cooperation to promote reduction of pollution levels.
Examples of international initiatives: Montreal Protocol, Global Treaty on Persistent Organic
Pollutants , Rio Declaration on Environment and Development.
Cultural
Appreciating the human endeavour in scientific discovery.
Years 10 and 12: Ideas about the atom from Democritus to the present day.
Year 12: Development of the Periodic Table (Dobereiner, Newlands, Mendeleev, Moseley,
Seaborg)
Historical perspectives e.g. the discovery of oxygen by Scheele in Sweden, Lavoisier in
France. Lack of methods of communication meant that ideas were not shared nor disputed,
compared with modern day Peer Reviews and scientific journals to give ideas and discoveries
credibility
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S. PHYSICS DEPARTMENT
Spiritual

Solar system - opinion line discussion conflict between geocentric and heliocentric
models of the solar system, persecution of Galileo (Sp), do Aliens exist (Sp); should we
spend money on space travel (Year 9 Autumn term.)
Moral

Renewable energy resources - Year 8 Spring term. Debate on which kind of energy
resource, social and moral implications - poor countries c.f. rich countries and appropriate
responsibilities.
Social

Electricity - safety at home. Year 8 Autumn term, revisited in Year 10 Spring term.
Discussion on safe habits in the home. Homework to check at home for unsafe items.

Light and Sound -hearing/visual impairment. Year 8 Spring term. discussion and activity
on what it must be like to be impaired/ disabled. Revisited again in Year 10 Spring term.

EM Spectrum - year 10 Spring Term - dangers and uses of different radiations, medical
imaging, UV and skin cancer. Social responsibility to look after yourself and stay safe in
sunshine.
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Digital revolution - Y10 Spring Term. Changing the way we communicate with one
another, debates and discussion, opinion lines with should we use email, should richer
nations subsidise poorer internet infrastructures.
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Scientific progression - Y10 Spring Term/Summer term. As we look at radioactivity and
particles, discuss how explanations have changed and how in the past a single scientist
(Newton, Galileo) often worked in isolation whereas now we have international
communication and collaboration.
Cultural

Heating systems - discuss things we take for granted, central heating Roman invention,
Japan - kotatsu, non-centralised heating, Iceland - geothermal heating and energy source.
Year 10 Spring term electrical energy and heating. Energy transfer, home insulation planetary problem carbon footprint, should governments subsidise insulation costs within
and internationally
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T. COMMUNITY SERVICE
We at St. James aim to help meet the needs of the community at school, in the local area,
nationally and internationally. We seek not to impose our preconceptions of need, but to
undertake whatever needs have arisen from the observations of the girls themselves. To this
end, a school Community Service Council has been formed, led by the Deputy Head Girls,
and inspired by the entire pupil community, as represented by form appointees. Thus, the
awareness of every girl is extended beyond, and sometimes far beyond, her own individual
world.
Throughout the year, girls of all ages enjoy contributing to a wide variety of projects which
are designed according to age. As they mature, pupils are encouraged to take responsibility
for initiating, planning and promoting events, as well as participating. In this way, pupils learn
the vital ability to see a project through from beginning to end, assuming responsibility
throughout.
They also learn the art of teamwork. Activities include: listening to readers, helping teachers
and giving concerts in local primary schools; cooking and serving lunch at a nursing home;
visiting homes for the elderly and giving concerts to the residents; working with the
Millennium volunteers helping in orphanages in Romania; supporting the Microloan
Foundation in Malawi; running a termly lunch club for retired members of the local
community; helping with the upkeep of our local park.
Fund Raising for Charity - The pupils work hard to raise funds in support of a variety of
charities which have included: Hope and Homes for Children, Soweto Education Project,
Trees and Grass for Soweto, The Princess Margarita of Romania Trust, Children's Aid Direct,
World Vision, UNICEF, and the MicroLoan Foundation.
In order to foster a capacity to assume responsibility for the needs of others and to work
effectively as a member of a team, Community Service is a strong feature of the school. There
is a pupil Community Service Council consisting of two elected representatives from each
form within the school. The Deputy Head Girls chair and direct the Committee.
Representatives are elected at the beginning of the autumn and spring terms.
The Community Service work has two aspects: fundraising for charity and actual service
within the school and local community as well as further afield. Initiatives come from the
pupils themselves, whether for service or fund-raising; as always, a charity is chosen which
will engage the whole school - this year in 2009-10 for DIVOG (Disaster Volunteers of
Ghana) so that they can purchase a minibus to allow children in an orphanage to go to school.
In addition, a number of our Year 12 girls will be engaged in a service project in Morocco this
summer. Service in the school may take two forms: as a class whereby it proposes, plans and
executes a project, and individually whereby a girl will undertake community service in her
own time. This aspect is duly rewarded: when any girl has done 25 hours of Community
Service, she is awarded a Silver badge. When she has done 50 hours, she is awarded a Gold.
From Year 9 onwards, girls engaged in the Duke of Edinburgh Award scheme need to do 12
hours Community Service to qualify for their Bronze Award.
Examples of community service and fund-raising work done by St James girls are as follows:
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singing an advent carol service in aid of Hope and Homes, which finds homes for
orphans;
carol-singing for charity fund-raising on behalf of ‘Hope & Homes’;
enabling old people to get out of their care homes once in a while by providing lunch and
entertainment for them at school;
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taking part in the Eco-Schools scheme – promoting ‘green’ awareness and educating
people about energy-saving.
The School also regularly holds themed ‘mufti’ days for which the School dresses in the
manner of different cultures, or to support national events such as Red Nose Day or Jeans
for Genes;
supporting reading and general management of classes in local state primary schools;
inviting the nearest Primary School children to concerts and presentations by our prizewinning pupils;
carrying out litter-picking, weeding, planting and painting in the local park; contacting the
local Homebase to help with the provision of plants for the park.
We hope also to work more closely with the local churches with which we are already in
regular contact so that local elderly people are given help and attention; to pay more attention
to the local high street particularly with regard to litter; to link the school’s fund-raising more
with the Year 12’s community service abroad so that there is an in-depth appreciation of a
totally different culture; to promote this interest further down the school by enabling the girls
to maintain contact with the children they are helping; to establish contact with a local special
school so that girls develop and understanding of the problems faced by the
disabled/disadvantaged; to make inroads into the area of conservation and restoration.
There is always plenty of work to be done and we have always found St James girls more than
able and willing to engage in it.
U. TRIPS & VISITS
SMSC is furthermore enhanced by a wide range of trips and visits across the School year.
The school goes on many cultural visits. These are arranged by the various subject
departments and are often cross-curricular. The main visits abroad are Year 11's visit to
Greece to see classical sites; Year 13 stay in Tuscany to visit Renaissance Italy, particularly
Florence. The French and History departments organise a Year 9 trip to France to visit the
sites of World War I. The Classics department takes various year groups to the British
Museum, Bath, Fishbourne and Bignor (all Roman sites). The Art department regularly visits
the main art galleries and whatever special art exhibitions are showing in London. The
History department visits the Imperial War Museum, Greenwich, Westminster Abbey, Tower
of London, Hampton Court Palace, Southwark Cathedral and other sites.
The Music department take public examination candidates to concerts, particularly the BBC
Proms. Economics Dept organise a trip to the Bank of England.
Trips / Outings / Visits:
Sanskrit
The pattern over the last few years for Sanskrit trips has been:

Early in the autumn term, a Year 11 trip. In 2009 we went to the British Museum
‘Garden and Cosmos’ exhibition and in 2008 to the British Library Ramayana exhibition.
The Garden and Cosmos exhibition was an inspiring and philosophically profound
exhibition featuring exquisite art graphically exploring the theme of full beauty of the
manifest creation (Garden) alongside unitary and harmonious consciousness (Cosmos).
The Ramayana exhibition gave a profound insight into the cultural and spiritual influence
that this epic has had.
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Later in the autumn term, a Year 9 trip, normally to the V&A Museum. In 2008 we
viewed exhibits from the Sanskrit tradition, and this year, assuming the trip goes ahead,
we may also encompass the new Buddhist and Maharaja exhibitions. At the V&A we
discuss the various exhibits relating to Sanskrit culture in considerable detail.

At half term of the spring term, a five night stay in Malta for a Sanskrit study holiday.
This took place for the first time in 2009 and will be repeated in 2010. It is for pupils
studying Sanskrit in Years 11, 12 and 13.
The intention is to give these pupils an opportunity every morning of the holiday to
receive an extra hour’s tuition in the Sanskrit set texts that they are preparing for their
public examinations and also a chance to have three hours of quiet supervised study of
their other subjects at this crucial time.
In the afternoons there are visits to sites of ancient historical interest. Malta and Gozo
have the highest density of ancient temples in the world. Some of these temples, two of
which are underground, are thought to be contemporaneous with ancient Vedic culture. In
the evenings there are presentations connected with Sanskrit, one or two of which are
given by Dr Michael Zammit who teaches Sanskrit at Malta University.
We are also investigating new venues for this study holiday.

In the summer, a Year 10 trip to V&A, viewing exhibits that have not been previously
seen.
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Towards the end of the summer term, a Year 11 trip to Oxford for the whole day, visiting
academics and other inspirational speakers in the field, as well as visiting libraries. We
often have an appointment with Dr Jim Benson who lectures in Sanskrit at Oxford. He
shows us the Sanskrit section of the Oriental Institute Library which houses one of the
most important and voluminous collections of Sanskrit texts in Europe. Dr Benson speaks
to us about the study of Sanskrit and related disciplines at Oxford and answers any
questions the girls might have. In the course of the day a talk is given on the great
western linguist Sir William Jones.
Lunch is provided in Trinity College and we enjoy visiting the Trinity College gardens.
After lunch we often have an interactive seminar with Shaunaka Rishi Das, Director of
the Oxford Centre for Hindu Studies on the subject of the spiritual relevance of Sanskrit
texts in everyday life.
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Each year there is normally a trip for younger Senior Girls to the Neasden Temple, a
superb example of a number of Sanskritic cultural elements embodied in a present
tradition.
Physics
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Yr 9 Space Museum December 2007 and 2008
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Yr 9 visit to Royal Institution for the Physics lecture
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Yr 13 visited CERN, Geneva, April 2007
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History of Art

2008-9: The British Museum: the Greek and Roman Galleries
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Paris: Louvre, Picasso museum, Pompidou Centre, Musee D' Orsay
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Tate Britain
Art
Yr 6 - British Museum
Yr 8 - Hampton Court
Yr 9 - The Courtauld Institute
Yr 10 - Royal Academy
Yr 11 - Royal Academy
Yr 12 - National Gallery & The Tate; Paris Art trip
Yr 13- National Gallery & The Tate: Paris Art trip
Music
2009
 7 February Magic Flute at ENO with 6th Form

9 April Matthew Passion at the RFH with 6th Form
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28 April Billy Elliott with Year 11
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4 June RPO at Royal Albert Hall with Years 6-10
ICT

Trip to Kensington High Street to visit JD Sports; Waterstones & Top Shop for the GCSE
in 2007. The girls were working on retail systems for their main GCSE projects.

Eden Project as part of Year 8 Activity Week trip (Years 2008 and 9). This is combined
with a project to create a website. They prepare for a couple of weeks before-hand and
then spend the last day of activity week in school creating websites
Religious Studies
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Trips for Year 8 to Neasden Temple - joint with Sanskrit Department.

Department support for annual Cranmer Awards
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Economics

2009/10: Visit to the Bank of England Museum (with History Dept) and attended a
lecture on the workings of the Bank. Royal Economic Society Annual Lecture: ‘Law and
Morality in Economic Life’, Sir Partha Dasgupta, Frank Ramsey Professor of Economics
at the University of Cambridge

2007/8: Royal Economic Society Annual Lecture: Climate Change, ‘Ethics and the
Economics of the Global Deal’, Lord Stern; Entered the Bank of England’s Target 2.0
Competition

2006/7: Royal Economic Society Annual Lecture: ‘War and Peace in Africa’, Professor
Paul Collier, Professor of Economics at Oxford University
Maths

Y12 and Y13 Maths In Action lecture day at the Institute of Education, University of
London, March 2009, December 2009

Y9 Engineering Master classes run by Royal Institution, Imperial College, London
Geography

Year 12 residential to Abergaveny each year.

Year 9 Day trip to Cuckmere Haven to study coastal processes each year

Year 7 morning trip to Hammersmith & Fulham Urban Studies Centre from 2009
onwards. Studying changing land use along the River Thames.
History

Year 6: British Museum

Year 7: Tower of London & Museum of London

Year 8: Hampton Court
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Year 9: Bath & First World War battlefields of Belgium and northern France

Years 10 & 11: either Imperial War Museum or Museum of London

Years 12 + 13: Bank of England (with Economics) + assorted A Level conferences
Dance
We often take pupils to watch the Royal Ballet doing their morning company class during
which the dancers are furthering their training and keeping themselves in shape for the
rehearsals and performances which will follow later in the day.
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This often prompts discussion about discipline and self motivation, particularly when it is
highlighted to observers that most of the dancers will have finished a performance late the
night before but recognises that the early morning class is paramount to the longevity of their
careers.
This event also prompts discussion regarding the industries preference for slimmer dancers
and whether or not the size of the dancers witnessed in corresponds with the dancers who
drew the most attention from the audience. This often leads onto discussions regarding
nutrition and healthy living.
Drama
2006:
Oxford Uni. Dramatic Society
‘Animal Farm’ ~ George Orwell
Workshop & Play
The Old Vic
‘A Moon for the Misbegotten’ ~ Eugene O’Neill
Workshop & Play
2007:
The National Theatre
‘The Coram Boy’
‘A Matter of Life & Death’ – Kneehigh Theatre Company
The Old Vic
‘The Entertainer’ ~ staring Robert Lindsay
2008:
Barbican Theatre
‘A Disappearing Number’ ~ Complicite
The Royal Court
‘The Vertical Hour’ - David Hare
The Phoenix Theatre
‘Blood Brothers’
2009
‘The 39 Steps’ ~ Criterion Theatre
‘Woman in Black’ ~ Fortune Theatre
‘The War Horse’ ~ New London Theatre
‘Blood Brothers’ ~ The Phoenix Theatre
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Class Trips
Year 6
Activity weeks involving trips to Warwick Castle, British Museum, and the Greenwich
Maritime Museum
Year 7
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Activity Week in Devon: various sports, trips to Dartmoor and Eden project, ICT project
on environment
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Day trip to Tower of London and Museum of London
Year 8
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Visit to see ‘Tatyana and Liberty’ in "The Nutcracker" Dec 2009
Theatre trip to see Twelfth Night
Day trip to Hampton Court
Trip to Neasden temple
Day trip to Fishbourne Roman Palace
Providing lunch at Mary Smith Court for elderly residents
Year 9
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First World War Battlefields trip
Physics Day at school
Maths day trip
Trip to Bath - Costume Museum and Roman baths (to tie in with Regency period in
History and Latin)
Year 9 Play (Twelfth Night)
Activities Week:
Year 6: various London outings
Year 7: Devon
Year 8: Isle of Wight (sailing)
Year 9: the Great War battlefields of northern France and Belgium
Year 10: Nanpantan (Art of Hospitality course)
Year 11: Greece
Year 12: overseas Community Service expedition (Romania: 2007; Malawi: 2008; South
Africa: 2009)
Year 13: Florence, Italy
X:\School Handbook\Section 4 - School Policies\SMSC Policy - updated Apr 10.doc
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Signed by:
Chairman/Deputy Chairman of the Board of Governors
Date:
X:\School Handbook\Section 4 - School Policies\SMSC Policy - updated Apr 10.doc
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