SMSC : How we show our development

Spiritual Development

  • Opportunities to explore values and beliefs and how they affect people’s lives (IPC assemblies, SEAL)
  • Assemblies to experience moments of stillness and reflection
  • Gemstones
  • Forming and maintaining worthwhile and satisfying relationships
  • Supporting and developing people’s existing beliefs
  • Developing a sense of connectedness with people all over the world. Language of the month; IPC international links.
  • Using the school grounds for reflection on relationships between people and their environment. Library and quiet areas.
  • Designing cards for religious festivals (Christmas, Diwali and Chinese new year cards).
  • Meeting people who belong to other traditions (African drummers)
  • How things came about and a sense of wonder at the earth’s variety and order (Chicks project).
  • Understanding the importance of tradition to a community (Family project)
  • The way children walk around the school as this shows the values and expectations that underpin the school.
  • Develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected.
  • In observations promote teaching styles which value pupil’s questions and give them space for their own thoughts, ideas and concerns.
  • Enable pupils to make connections between aspects of their learning.
  • Encourage pupils to relate their learning to a wider frame of reference by asking Why? How?

Moral Development

  • School code of conduct and rewards system.
  • All staff attitudes and interactions provide powerful role models. Model the principles we want to promote fairness, integrity, respect etc
  • Caring for living things e.g. classrooms guinea pig, plants, chickens
  • Developing moral responsibility to care for environment e.g. farming and hedgerows
  • Encouraging a sense of personal responsibility for own learning in class and through homework
  • Children holding down roles of responsibility within the class and across the school. (Pupil Voice and School Council)
  • Learning co-operation with others through practical activities
  • Developing an ability to questions accuracy of information (Everyday during carpet time)
  • Learning about and from the lives of musicians (Music lessons)
  • Measures in place to deal with any form of bullying or discrimination
  • Give children the opportunity across the curriculum to explore and develop moral concepts and values
  • Recognise the unique value of each individual
  • Being a fully inclusive school.
  • Have posters and displays up around the school that reinforce school values
  • Look at values through stories, music and art
  • Provide models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship
  • Celebration/achievement assemblies
  • In observations there is evidence of open and safe learning environments in which children can express their views and practise moral decision making
  • Evidence that children gain the confidence to cope with setbacks and learn from mistakes
  • During circle time and PSHCE children recognise the challenge of life today and the role they play in it
  • Developing skills of listening, respecting and evaluative judging
  • Listen and respond appropriately to the views of others
  • Assisting in working with younger children (Peer buddies; reading buddies)
  • Awareness of misuse of earth’s resources and human responses e.g. recycling and deforestation
  • Developing awareness of local, national and world issues (newspapers; news round)
  • Awareness of others’ needs particularly physical (centre children integrating with mainstream children)
  • Discussion of moral issues e.g. correct information, internet safety
  • Ideas of right and wrong behaviour in world religions
  • Encouragement to cheer, celebrate achievement and shake hands at the end of a game
  • Developing a sense of fair play, not hurting anyone

Social Development

  • Children are given opportunities to talk to a friend / work through a task as a team. Designing with others.
  • Peer mediators Restorative approaches
  • Circle time and assemblies
  • Year 6 supporting Reception children
  • Reading Buddies paired to promote self -confidence and a sense of responsibility
  • Encourage children to resolve their tensions within a group
  • In observations  we have evidence of flexible grouping that leads to good progress and encourages children to work together, take on a responsible role and be a leader.
  • Researching charities and other religious forms of social caring and responsibility. Involvement with charities at home and abroad. Macmillan Water Aid APA Comic Relief
  • School council
  • Class greeters
  • Group collage e.g. creating murals
  • Using technology to benefit others e.g. handicapped (ICT for centre children)
  • Participation in traditional and creative dance
  • Groups singing and composition (Music)
  • Taking part in performing arts activities e.g. school assembly or nativity productions
  • Daily number games for social interaction, taking turns and sharing
  • Reading and discussion of social issues in literature
  • Enjoyment of team games, showing co-operation, respect for others and their needs
  • Writing and communicating with an audience
  • Knowing about and understanding the importance of family and traditions within religious faiths (Family learning)
  • Social interaction to develop the confidence to do something new through play

Cultural Development

  • Explore cultural diversity stories, music and art
  • Value different cultures in display and resources within the school
  • Children are open to listening and discussing ideas linked to their own culture and that of others
  • Assemblies
  • Recognise and nurture particular gifts and talents
  • Observation  Evidence that children are encouraged to respect and think about their own and different cultures and their values
  • Visiting exhibitions and art galleries to find out about different cultures. British Museum Magna Carta RAF Memorial Chertsey Museum Citizenship day
  • Counting in a different language (language of the month)
  • Listening to and using instrument from other cultures (African drums)
  • Using Roman numerals or numbers from other cultures (new maths curriculum)
  • Stories and literature from other cultures (library)
  • Stories with a moral message from world religions (RE programme)
  • Pictures from different cultures, e.g. African art
  • Exploring how religious ideas are expressed in different cultures e.g. food, dress. Patters, festivals and celebrations – IPC
  • School council – democratic voice
  • Houses of parliament – Remembrance day assembly