SMSC

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Vision

To develop students that are responsible and respectful with a strong moral purpose. SMSC supports this development so that our students flourish to become happy, confident, life-long learners who play constructive roles as citizens in our diverse and multi-cultural society.

Aims

The successful promotion of students’ Spiritual, Moral, Social and Cultural development will:

  • Help to ensure that everyone in the school feels valued as an individual.
  • Make a positive contribution to the school ethos.
  • Encourage reflection on the ‘why’ as well as the ‘how’ and ‘what’ of education.
  • Increase student and staff motivation and help celebrate success.
  • Ensure that our values permeate every part of school life.

Spiritual development

Pupils' spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life's fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.

Pupils’ spiritual development is shown by their:

  • Beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
  • Use of imagination and creativity in their learning
  • Willingness to reflect on their experiences.
  • Pupils’ moral development is shown by their:
  • Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
  • Understanding of the consequences of their actions
  • Interest in investigating, and offering reasoned views about, moral and ethical issues.

Moral development

Pupils' moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.

Pupils’ moral development is shown by their:

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

Social development

Pupils' social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.

Pupils’ social development is shown by their:

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

Cultural development

Pupils' cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others' ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.

 Pupils’ cultural development is shown by their:

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

Overall effectiveness

Evidence of pupils’ spiritual, moral, social and cultural development can be found, for example, where pupils:

  • Are reflective about beliefs, values and more profound aspects of human experience, using their imagination and creativity, and developing curiosity in their learning
  • Develop and apply an understanding of right and wrong in their school life and life outside school
  • Take part in a range of activities, requiring social skills
  • Develop awareness of and respect for diversity in relation to, for example, gender, race, religion and belief, culture, sexual orientation, and disability
  • Gain a well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training
  • Develop an appreciation of theatre, music, art and literature
  • Develop the skills and attitudes to enable them to participate fully and positively in democratic, modern Britain
  • Respond positively to a range of artistic, sporting and other cultural opportunities
  • Understand and appreciate the range of different cultures within the school and further afield as an essential element of their preparation for life.

Key areas of school life where evidence of spiritual, moral, social and cultural development may be found:

  • The school’s aims and vision

  • Behaviour policy/Behaviour Code/rules

  • Displays around the school

  • Positive relationships between staff and pupils, etc.

  • Assemblies/acts of collective worship

  • Extra-curricular activities

  • Visits, residential school journeys, visitors, etc.

  • Lunch times and play times

  • PSHE/Citizenship/RE lessons

  • The Arts (cultural experiences)

  • Community links

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