SMSC - Spiritual, Moral, Social and Cultural Development

We consciously facilitate opportunities in these four areas of learning in the following ways:

Please click the links to see our learning

 

 

 

Spiritual Development

"When I play the violin the high sounds make me excited; the low sounds make me happy and stop me thinking about the bad things that might happen." Violin Performance

 

This refers to a child’s beliefs, religious or otherwise, which inform their perspective on life and their respect for other people’s feelings and values. It is about the development of a sense of identity, self-worth, personality and character. This is supported by:

 

• Encouraging an awareness of, understanding and respect for their own and others’ beliefs: 

     Visits to places of worship such as a Mosque/Church/Diwali Day

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• The opportunity for children to experience ‘awe and wonder’ through exploring natural environments:

     Castleton Trip/Rand Farm/Sherwood Pines/Cricket and Countryside Day

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• The opportunity for children to reflect on their learning and progress and to learn from this reflection.

 

• Promoting teaching styles which value pupils’ questions and gives them space for their own thoughts, ideas and concerns so they can make connections between their learning and the context of their own lives.

 

Moral Development

“We take responsibility for our school and try to keep it tidy.”

 

This refers to a child’s moral code, their attitude and belief in what is right or wrong. This is supported by:

 

• Opportunities for children to explore and understand human emotions and the way they impact on people through English, Drama, Music and Dance:

     PHSE/Circle Time

 

• Providing a clear moral code for behaviour which has been shaped by the children and is promoted consistently though all aspects of school:

     Golden Rules/Positive Behaviour Policy/Stay Safe Team/Anti-Bullying Learning/

 

• Giving children opportunities to explore personal rights and responsibilities and to develop moral concepts and values throughout the curriculum; for example, during PHSE, History, English and Drama. Also, through extra-curricular activities:

     School Council/Junior Road Safety Officers/Modern Slavery Workshop/PCSO Visit

 

• Rewarding expressions of moral insights and good conduct through our school behaviour policy and reward system.

 

• Encouraging pupils to take responsibility for their actions; for example, respect for property and care for the environment, classroom monitors and responsibilities.

 

• Reinforcing our school’s values through:

         Assemblies/Displays

 

Social Development

“When we work in Science, it helps if we listen to each other.”

 

This refers to a pupil’s understanding of their role in society and the opportunity to develop the skills which will facilitate positive interaction with their local community. This is supported by:

 

• Fostering a sense of community through involvement in sports events, supporting local charities and visits from role models from the community:

    Sports Festivals/Food Bank Charity/Ben Smith 401 Marathon Runner/Sarah Outen, Adventurer/Sam Ruddock, Paralympian/Inspire+ Legacy Tour Challenge/Premier League Trophy 

 

• Encouraging children to work co-operatively:

     School Council/Science Week/Belmont Web Reporters/Get Set, Cook

 

• Providing positive cooperative experiences: 

     Fundraising Events/Christmas and Summer Performances/Choir Performances/Sporting Events/

 

• Helping pupils to develop personal qualities which are valued in society; for example, thoughtfulness, honesty, respect, moral principles, independence, inter-dependence and self-respect:

     Assemblies/PHSE/Independent Learning Opportunities/Modern Slavery Workshop/People Who Help Us Day

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• Helping children to resolve tensions between their own aspirations and those of a group or wider society:

     Through Adult Support/PSHE and Circle Time Discussions/Assemblies/School Council

 

Cultural Development

“I like to find out about how other people live. It helps me to understand other people’s feelings.”

 

This refers to a child’s understanding of the beliefs, values and customs in their own and others’ social, ethnic and national groups. This is supported by:

 

• Providing children with opportunities to explore their own culture assumptions and values through the curriculum and special events:

     Assemblies/Remembrance

 

• Celebrating the attitudes, values and diverse cultures in Geography, RE, History, English, Assemblies, Art, Dance and Music:

     Diwali Day/RE Learning Journeys/Uganda

 

• Recognising and nurturing gifts and talents:

     KS2 Music Celebration/Sports Festival/Star Achievers/School Teams

 

• Developing partnerships with outside agencies and individuals to extend pupil’s cultural awareness:

     Drama/Chapel Hill Duo/Diwali Day/Visits to alternative places of worship such as a Mosque/Save A Cow

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• Reinforcing our school’s cultural values through assemblies, learning, displays and photographs.