Spiritual, Moral, Social and Cultural education
The ultimate test of SMSC isn't where it is "delivered", but on the impact it has on learners.
At The Wordsley School we recognise that the personal development of pupils, spiritually, morally, socially and culturally plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides children with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour and personal challenge, a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures.
All curriculum areas contribute to the pupils' spiritual, moral, social and cultural development.
All adults model and promote expected behaviour, treating all people as valuable individuals and showing respect for pupils and their families. Children learn to differentiate between right and wrong in as far as their actions affect other people and to take responsibility for their actions. They will be encouraged to value themselves and others.
Pupils should understand their rights and responsibilities and the need to respect the rights of others. The ethos of the school and classrooms promote high expectations of behaviour. All curriculum areas seek to use illustrations and examples drawn from as wide a range of cultural contexts as possible. This will be reflected in the teachers' planning and learning resources.
We aim to ensure that:
- That everyone connected with the school is aware of our values and principles.
- A consistent approach to the delivery of SMSC issues through the curriculum and the general life of the school.
- That a child's education is set within the context that is meaningful and appropriate to their age, aptitude and background.
- That children have a good understanding of their responsibilities.
- That we promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and belief.
Many curriculum areas provide opportunities to:
- Listen and talk to each other
- Learn an awareness of treating all as equals, accepting people who are different because of physical and learning difficulties
- Agree and disagree
- Experience good role models
- Take turns and share equipment
- Work co-operatively and collaboratively
Through classroom discussions we will give the children opportunities to:
- Build and maintain positive working relationships built on mutual respect.
- Share their achievements and successes with others in a 'safe' environment.
- Challenge the pupils to be the best they can and aspire.
- Talk about personal experiences and feelings.
- Express and clarify their own ideas and beliefs.
- Speak about difficult events, e.g. bullying, death etc.
- Explore relationships with friends/family/others.
- Provide reflection time where appropriate.
- Consider the needs and behaviour of others.
- Show empathy.
- Develop self-esteem and a respect for others.
- Develop a sense of belonging.
- Develop the skills and attitudes that enable children to develop socially, morally, spiritually and culturally e.g. empathy, respect, open-mindedness, sensitivity, critical awareness etc.
It is about "helping people to understand how things work and how to challenge and change them".
Impact on pupils:
- Understanding how citizens can influence decision making through a democratic process.
- Appreciating that living with a rule of law protects individuals and is essential for their well-being and safety.
- Freedom to choose and hold other faiths and beliefs is protected in law.
- Acceptance and tolerance of other people having different faiths and beliefs.
- Understand the importance of identifying and combating discrimination.
- Understand that the public bodies such as the police and army are accountable to Parliament but others such as the courts are independent.
School should support pupils to:
- Have high standards of behaviour and to develop their understanding of right and wrong.
- Take responsibility for their actions and understand the consequences of their actions.
- Contribute to an ethos of mutual respect throughout the whole school environment.
- Participate in a democratic process and understand this process sand the role of public institutions.
- Develop their understanding and appreciation of wider issues such as cultural differences and disabilities via Cross curricular days.
- Assertive Mentoring.
- Explicit rewards procedure that celebrates success Behaviour incident log and regular contact with parents.
- Vertical Form groups.
- English: Political Parties Unit.
- Science: Cloning/Stem cell research, IVF.
- History: Civil War, First Parliament.
- Key Skills — Year 7: Democracy Day, Voting for all aspects of the lesson.
- Cross-Curricular Day (Great British Inventions & Discoveries and Britain at War).
- Big Form Debate (Weekly topic for forms to debate).
- Big Form Debate inter-house competition
- Music: UK and English Folk music, Irish Folk music, Blues Music Charity Work.
- Music performances in the local community
- Whole School Christmas Song in which every pupil and member of staff takes part.
- E-Safety programme.
- Assembly programme.
- Active school council.
- Pupil voice and staff voice.
Links with the wider community
- Visitors are welcomed into our school.
- The school will support the work of a variety of charities.
- The development of a strong home-school relationship is regarded as very important, enabling parents and teachers to work in an effective partnership to support the children.
- Children will be taught to appreciate and take responsibility for their local environment Liaison with other schools to support the curriculum e.g. PE and games.
Monitoring and evaluation
Provision for SMSC is monitored and reviewed on a regular basis.
This achieved by:
- Monitoring of teaching and learning via SLT Monitoring and Department Self-Review Discussions at Governors' meetings.
- Review of schemes of work in departments — especially in RE and Citizenship
- Behaviour and Conduct Monitoring.
- Feedback from Cross Curricular days.