Social, Moral, Spiritual and Cultural
The promotion of Spiritual, Moral, Social and Cultural Development at Hatch Warren Junior School
SMSC stands for Spiritual, Moral, Social and Cultural education. It is an area of the curriculum that is not taught as a specific lesson but rather it is embedded across a number of lessons and may be part of Religious Education (RE), Physical Education (PE), Personal Social and Health Education (PSHE) and is an integral part of the ethos of the school which children experience on a daily basis. Within the school it is linked to British values and is a tool that can be used to counteract the development of extremist ideas.
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 creativity and imagination in their learning
- willingness to reflect on their experiences
Pupils' moral development is shown by their;
interest in investigating and offering reasoned views about moral and ethical issues
understanding of the consequences of their actions
ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
Pupils' social development is shown by their;
use of a range of social skills in different contexts, including working and socialising with children from different religions, ethnic and socio-economic backgrounds
willingness to participate in a variety of social settings, co-operating well with others and being able to resolve conflicts effectively
interest in , and understanding of, the ways communities and societies function at a range of levels
ability to mix with children in different contexts including sporting events and on residential experiences
Sharing work with our families
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 attitude towards different religious, ethnic and socio-economic groups in local, national and global communities.
Pupils’ cultural development can be enhanced by the wide range of music, theatre and literature that they are exposed to during their time in school.