Spiritual, Moral, Social and Cultural Development
Our approach to Spiritual, Moral, Social, Cultural development
Spiritual, moral, social and cultural (SMSC) defines the very ethos of our school.
In this document we would like to show you what it means to us and some of the ways it is embedded in our curriculum and everyday life at the Academy.
Spiritual Development is when we:
Explore beliefs and experiences; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
The Ofsted Guidance for Spiritual Development
The spiritual development of pupils is shown by their:
- ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them
- use of imagination and creativity in their learning
- willingness to reflect on their experiences.
Moral development is when we:
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offered reasoned views.
We will achieve this by embedding it in our school culture; working effectively together, team work, circle-time, assemblies, relationships and supporting pupils to develop their own personal and social values. It is also intrinsic to our behaviour policy and management; rewards and sanctions, understanding right and wrong, moral codes, and understanding the impact of their and others behaviours upon others.
The moral development of pupils is shown by their:
- ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
- understanding of the consequences of their behaviour and actions
- interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
Social Development is when we:
Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and co-operate; resolve conflict; engage with the ‘British values’ of democracy, the rule of law, liberty, respect and tolerance.
We achieve this by ensuring our pupils have the opportunity to practice skills in a range of contexts; have the opportunity to participate in school events appropriate to their age and stage of development; attend assemblies and community engagement activities including fund raising for local and global charitable organisations.
The Ofsted Guidance for Social Development:
The social development of pupils is shown by their:
- use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Cultural Development is when we:
Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in cultural opportunities; understand, accept, respect and celebrate diversity.
We will achieve this by giving our pupils opportunities in the curriculum to participate and experience music, art, theatre, nature and travel. We will develop their understanding of different cultures and support them to feel comfortable in a variety of cultures.
The Ofsted Guidance for Social Development:
The cultural development of pupils is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
- understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
- knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
- willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
- interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Impact of SMSC in our school is considered and reflected upon when we:
- Observe staff and pupil interactions
- Hear our pupil voice
- Complete staff, pupil, parent surveys
- Engage other schools, the trust, families and the community
- Complete observations and learning walks
- Monitor and review pupil behaviour
- Ensure safeguarding practices is of high importance and quality