SPRITUAL, MORAL, SOCIAL AND CULTURAL (SMSC) DEVELOPMENT
'Pupils’ spiritual, moral, social and cultural development is a strength of the school and is promoted very well through an impressive range of activities.'
'Through the curriculum, pupils develop a good understanding of different faiths and cultures and show respect and consideration for others. Pupils typically describe the school as ‘A big family’.'
'There are many opportunities for pupils to think about and express their feelings and to reflect on their learning and behaviour. This does much to promote their spiritual, moral, social and cultural development which is a real strength of the school.'
At Clavering Primary School we are passionate about educating 'the whole child'.
This, of course, includes our pupils'
All of the subjects within the Clavering Curriculum provide opportunities to promote pupils' spiritual, moral, social and cultural development. In particular, explicit opportunities to promote pupils' development in these areas are provided in religious education and the non-statutory framework for Personal, Social and Health Education (PSHE) and Citizenship; plus opportunities, particularly for moral and cultural development in our other humanities subjects (History and Geography), within literacy (particularly when children study texts from other cultures and stories with moral and social elements to them), and within our Arts subjects (art, dance and music).
In addition, a significant contribution is also made by the school ethos, effective relationships throughout the school, collective worship, and other curriculum activities.
At Clavering, we believe we give our children many, many amazing, memorable, and positive opportunities to grown into confident, articulate, successful global citizens who are well-developed spiritually, morally, socially and culturally. In addition to what is provided within our 'standard' Clavering Curriculum, we also offer a variety of opportunities that promote these areas including, for example:
our daily acts of collective worship;
arts and cultural themed weeks and events;
- our residentials programmes throughout Key Stage 2;
- our 'John Muir Award' programme which has received local and national recognition;
opportunities to learn about social and moral issues in Britain and around the world and the chance to raise money for relevant charities;
- our international links;
- opportunities to participate in conservation work on the school site and beyond;
- our 'International School Award' status;
- our extensive extra-curricular opportunities, including our competitive sport programme;
visitors into school from charities, other cultures, etc;
- our increasingly close links with local churches;
- opportunities to take a lead in SMSC ventures through our various pupil-led committees;
- our Fairtrade work which has received local and national recognition.
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' 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' 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' 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.
What should Spiritual, Moral, Social and Cultural development look like in practice?
Pupils’ spiritual development should be 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 should be 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.
Pupils’ social development should be 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.
Pupils’ cultural development should be 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.