SMSC

What is SMSC?

SMSC is broken down into four strands

Spiritual: The opportunity to explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences. 

Our 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 & 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

How do we enrich our children’s moral development?

• Distinguish right from wrong, based on knowledge of the moral codes of their own and other cultures
• Develop an ability to think through the consequences of their own and others’ actions
• Have an ability to make responsible and reasoned judgements
• Ensure a commitment to personal values and our school values
• Have respect for others’ needs, interests and feelings, as well as their own
• Develop a desire to explore their own and others’ views, and an understanding of the need to review and re-assess their values, codes, and principles in the light of experience

• 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

• Identifying key values and principles on which academy and community life is based
• Fostering a sense of community, with common, inclusive values
• Promoting racial, religious and other forms of equality
• Encouraging pupils to work cooperatively
• Encouraging pupils to recognise and respect social differences and similarities
• Providing positive experiences to reinforce our values as an academy community – for example, through assemblies, team building activities, residential experiences, workshops, academy productions
• Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect and an awareness of others’ needs
• Providing opportunities for engaging in the democratic process and participating in community life
• Providing opportunities for pupils to exercise leadership and responsibility (playground warriors, ambassadors, Academy council, anti-bullying leaders)
• Providing positive and effective links with the world of work and the wider community
• Monitoring in simple, pragmatic ways, the success of what is provided

• 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

• Identifying key values and principles on which academy and community life is based
• Fostering a sense of community, with common, inclusive values
• Promoting racial, religious and other forms of equality
• Encouraging pupils to work cooperatively
• Encouraging pupils to recognise and respect social differences and similarities
• Providing positive experiences to reinforce our values as an academy community – for example, through assemblies, team building activities, residential experiences, workshops, academy productions
• Helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect and an awareness of others’ needs
• Providing opportunities for engaging in the democratic process and participating in community life
• Providing opportunities for pupils to exercise leadership and responsibility (playground warriors, ambassadors, Academy council, anti-bullying leaders)
• Providing positive and effective links with the world of work and the wider community
• Monitoring in simple, pragmatic ways, the success of what is provided

• 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

• Cultural visits and themes
• Drawing on the cultures of our families and communities.
• Extending pupils’ knowledge and use of cultural imagery and language
• Encouraging them to think about special events in life and how they are celebrated
• Recognising and nurturing particular gifts and talents; providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance.
• Reinforcing the academy’s cultural links through displays, posters, exhibitions, etc. As well as developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum and gallery visits