What is SMSC?
SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC and provide opportunities to allow this.
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
Investigate and moral issues; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British values‘ of democracy, the rule of law, liberty, respect and tolerance
Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.
Why is SMSC important?
“SMSC development is crucial for individual pupils and for society as a whole. Most teachers would see it as the heart of what education is about – helping pupils grow and develop as people.” (Ofsted 2004)
Schools have a responsibility to develop the ‘whole’ child, not only by supporting them in gaining knowledge and new skills, but also by helping pupils grow and develop as people, prepare them for the adult world, help them to make better sense of the world and achieve their full potential.
How do we deliver SMSC at Aston Hall J & I?
At our school, SMSC is covered in a variety of ways, including;
- Weekly Collective Worship programme
- PSHE and RE schemes of work
- Discrete activities and lessons (all subjects have the potential to promote SMSC)
- Making cross-curricular links between subjects
- Frequent visits from our local Reverend
- Consistent teaching of values which are displayed around school
- Regular opportunities to discuss feelings, values and beliefs
- Encouraging respect for diversity of belief
- Daily activities which promote the self-esteem of all stakeholders
- Opportunities to learn about spiritual wisdom and philosophical traditions
- A range of assessment methods allowing pupils to reflect on successes and challenges
- Encouraging pupils to learn from reflection, understanding the significance of what they are learning and being prepared to alter their views
- Opportunities to understand human feelings and emotions
- Playground buddy systems
- Clear school rules and development of a ‘charter’ of behaviour in each class
- School council
- New behaviour reward system developed by school councillors
- Clearly displayed rules
- Opportunities to consider the consequences of their own and others’ actions
- Issues surrounding rights and responsibilities
- Opportunities to develop moral decision making (e.g. through workshops, role play, dilemma games, hot seating)
- Regular praise and celebration assemblies
- Effective home-school agreements
- Clear school aims and ethos
- Awareness of our social community
- Planned celebrations of diversity
- Co-operative learning and group work
- Participation in sporting events, Young Voices, Christmas and summer productions, charitable events, school fairs, specialist subject days/weeks
- Clear equal opportunities policy
- Access to a diverse range of literature reflective of life in modern Britain
- Additional opportunities to proactively explore issues e.g. e -Safety, anti-racism projects
- Carefully planned transition into and out of our school with other providers
- Regular newsletters and class assemblies
- Sharing hobbies and interests in school and during our varied after-school clubs
- Spontaneous responses to current world events
- Participation in local cultural events such as Harvest Festival and Christmas Carol Service