SMSC @ Heron Way
SMSC stands for social, moral, spiritual and cultural development. At Heron Way Primary School the teaching of SMSC and British values is embedded into our curriculum. Our school values of teamwork, independence, risk taking, aspiration, spirituality and creativity underpin everything that we do.
Heron Way Primary School has a long term coverage chart of aspects of SMSC. These plans are constantly reviewed and updated so that we can take account our rapidly changing world and different learning opportunities that may arise under these headings.
Spiritual development is concerned with developing the non-material aspects of life, focusing on personal insight, values, meaning and purpose. Beliefs that help provide perspective on life may be rooted in religion, but equally may not. This refers to children’s beliefs religious or otherwise, which inform their perspective on life and their interest in, and respect of different people’s feelings and values. This is developed by:
- Giving children the opportunity to explore one of our school values: Spirituality Eg AT1 - Learning from Religion and AT2 - Learning from Religion during RE Lessons.
- Giving children the opportunity to explore religious beliefs and the ways they impact on people’s lives. This is done through whole school and key stage assemblies, history, regular visits by our local Vicar, RE lessons (Christianity, Judaism, Hinduism, Buddhism and Islam are all studied) and topic days, Eg Easter Pause Day.
- Developing an ethos within which all pupils can grow and flourish, respect others and be respected; for example, School Council, Eco council and Values Assemblies.
- Accommodating difference and respecting the integrity of individuals; for example, School Council, PSHE lessons, assemblies on diversity and anti-bullying.
Promoting teaching styles that:
- Value pupil questions and giving them space for their own thoughts, ideas and concerns.
- Allow children to take ownership of and lead their learning (A part of our Value of Independence)
- Enable pupils to make connections between aspects of their learning.
Encourage pupils to relate their learning to a wider frame of reference; for example asking “why,” “how,” and “where” as well as “what.”
Moral development is largely about making choices, behaviour and how you live your life. It is also about personal and societal values, understanding the reasons for them and learning how to understand and deal with disagreements. Moral development refers to a pupil’s understanding, attitude and behaviour to what is right and wrong. This is developed by:
- The promotion of our school values; Risk Taking, Teamwork, Creativity, Independence, Spirituality and Aspiration.
- Providing a clear Behaviour Policy which is consistently used throughout the school.
- Promoting equality relating to gender, religion, ethnic origin, sexual orientation, age, disability and SEN (see relevant school policies)
- Giving children opportunities to explore and develop moral concepts and values throughout the curriculum; for example, truth, justice, equality of opportunity, right and wrong (PSHE, British Values;, RE, History, Literacy, Assemblies, School Council, Community Police officer visits.)
- Modelling (through the quality of relationships and interactions within the school) the principles we wish to promote; for example, fairness, integrity, respect, pupil welfare, respect for minority interests, resolution of conflict, keeping promises and contracts (whole school charity events; British values, Values assemblies; planning of Assembly themes.
- Recognising and respecting different cultural groups represented in the school and the wider community (celebration of religious festivals eg Diwali in Reception, Themed Assemblies)
- Encouraging children to take responsibility for their actions; for example, respect for property, care of the environment (Eco council) and code of behaviour (Behaviour Policy; Assembly themes).
- Reinforcing the school’s values through assemblies.
Social development shows pupils working together effectively, relating well to adults and participating in the local community. Social Development refers to a pupil’s progressive acquisition of the competencies and qualities needed to play a full part in society and become informed citizens of the future.
- Fostering a sense of community with common, inclusive values (School values, regular assemblies, Home-School agreement, PTA events including Christmas and summer fairs.)
- Promoting equality relating to gender, religion, race, ethnic origin, sexual orientation, age, disability, SEN.
- Links with the wider community eg local church and singing at a local care home.
- Encouraging children to work co-operatively (School House points system and the running (by KS2) of a “Mini-Market” with the proceeds going to charity. Year 4 working with two local schools on a “Spring” singing concert.
- Providing positive corporate experiences for example Buddy days, special curriculum events (Eg Google Expeditions), productions, school council and class assemblies.
- Providing opportunities to participate in the democratic process and participate in making community decisions (School Council; votes in class on a variety of issues, House Captain votes)
- Providing children with opportunities to exercise leadership and responsibility (School Council Representatives, Eco-Council representatives, House Captains, Year 6 jobs.
- Providing opportunities to represent the school at sporting events eg Athletics, Table Tennis and Cross-Country running.
- Helping children to develop personal qualities which are valued in society, for example thoughtfulness, honesty, respect for differences, moral principles, independence, inter-dependence, self respect (PSHE And RE lessons and throughout the curriculum.)
Cultural development is about understanding a variety of cultures and experiencing a range of cultural activities (art, theatre, travel, concerts. Understanding and tolerance regarding the cultural traditions and beliefs of others. Cultural development also refers to pupils developing their understanding of beliefs, values and customs in social, ethnic and national groups different to their own. This is supported by:
- Providing children with opportunities to explore their own cultural assumptions and values.
- Developing partnerships with outside agencies and individuals to extend pupils cultural awareness (Drama, music and dance groups)
- Exploring our use of the Arts through our maintenance of the Arts Mark.
- Celebrating the attitudes, values and traditions of diverse cultures (Geography, RE, History, Literacy, Library, Assembly, Art, Dance, Music, celebrating festivals from many cultures.)