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Spiritual, Moral, Social, Cultural Development

Spiritual, Moral, Social, Cultural Development

What is SMSC?

picture-1-2-w640SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC.

Spiritual– Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

Moral – Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.

Social – 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.

Cultural –  Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.

SMSC news and activities are communicated to the Academy community via fortnightly bulletins and Academy newsletter

SMSC in Wellbeing

Spiritual, Moral, Social and Cultural development is at the heart of everything we do and as such aspects of SMSC are embedded into each and every lesson whether that be implicitly or explicitly. However, SMSC and British Values are further developed in greater detail during our wellbeing sessions. Wellbeing is run every morning from 8.10-8.35am. During this time students are given the opportunity to develop their understanding and discuss a multitude of topical and current issues.

Spiritual:

Throughout the Wellbeing programme there are a number of areas in which the students consider issues of spirituality, both in terms of religious spirituality (when considering identity or multiculturalism) and in terms of philosophical questions, such as what does it mean to be human? (when looking at human rights).

Moral:

During the course of the Wellbeing programme students are consistently considering the morality of different actions and attitudes. In some cases these actions and attitudes will be presented to them (is it ethical for charities to advertise on TV?) however, other times they will challenge the stand points of their teachers/peers. From these controlled discussions they will develop a knowledge of accepted moral norms, whilst also further understanding their own personal ethical boundaries.

Social:

The Wellbeing programme enriches the social development of students through both content and process. The PSHE aspect of the curriculum explores how an individual can interact in a range social situations and gives students information about social issues that concern them growing up. The Citizenship aspect of the curriculum further develops this to consider wider social interactions between more abstract groups and individuals within society, such as discrimination and multiculturalism. Moreover, students also consider how different social groups interact and sometimes come into conflict with each other. Through the whole of the programme students utilise individual social skills when engaging in structured discussions with their peers and teacher. They are encouraged to understand and empathise with feelings and arguments that they might be in disagreement with.

Cultural:

Through the Wellbeing programme students consider a range of issues concerning their own individual culture, the diverse range of other cultures and the makeup of culture in the UK. As well as developing an understanding of their own cultural background, through structured discussion within the classroom students will develop an appreciation for the diversity of cultures within the UK. Furthermore, through exposure to a range of cultural and multicultural ideas students will understand that within modern Britain tolerance of cultures is a key factor.

More detail about the wellbeing curriculum content can be found on our curriculum page http://scwa.org.uk/academy-life/curriculum/