SMSC is the development of Spiritual, Moral, Social and Cultural skills. It runs through the school by way of the ethos we create, the values we promote, the activities we run and the behaviour that we model to and expect of our children. Opportunities to develop these skills in children are provided both by way of the above implicit measures but also by teachers finding explicit ways to nurture these skills in all curricular areas taught.
Where is SMSC found in our school?
By bringing all the above areas together, a deep understanding of spiritual, moral, social and cultural issues can be developed in our children which will help them to grow into respectful, tolerant and responsible members of our community.
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.
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.
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.