Spiritual, Moral, Social and Cultural Development Policy
At South Wonston Primary School the promotion of pupils’ spiritual, moral, social and cultural (SMSC) education is considered to be ‘a whole school issue’.
Spiritual, Moral, Social and Cultural Development is promoted not only through all the subjects of the curriculum but also through the ethos of the school and through the development of positive attitudes and values.
This policy supports and reinforces the aims of our school, valuing all children and staff equally and as individuals.
‘Together, we will nurture, inspire, challenge and achieve’
Spiritual, Moral, Social and Cultural Development is crucial for individual pupils and it is crucial for society as a whole. We believe it is the heart of what education is all about - helping pupils grow and develop as people and effective participants in modern Britain.
Spiritual, Moral, Social and Cultural Development is cross curricular and promotes the aims and principles of the policies for Personal, Social and Health Education (PSHE), Religious Education (RE), Drug Education, Sex Education, Race Equality, Disability and Equal Opportunities. These policies all underpin the Curriculum model of putting the child at the centre of all we do.
It is an expectation at South Wonston Primary School that all staff, in all subjects, can and should make a contribution to the Spiritual, Moral, Social and Cultural Development of pupils through the curriculum and through the use of appropriate teaching and learning strategies e.g. discussion, reflection, pupil participation, circle time, etc.
The importance of relationships between all school staff, parents and governors is crucial.
These relationships will be characterised by mutual respect, by positive attitudes, by the
willingness to listen and be listened to and by the valuing of all pupils.
Promoting fundamental British values
We ensure that the fundamental British values are strongly embedded and promoted through our school vision statement, our development of SMSC, our PSHE whole-school approach and through everyday aspects of school life.
This relates to the quest for individual identity and the search for meaning and purpose in our existence. It leads towards the understanding of self and others. It has to do with feelings, emotions, attitudes and beliefs. It is not linked solely to a particular doctrine or faith and spiritual development is therefore accessible to everyone.
Aims for Spiritual Development
Objectives for Spiritual Development
Pupils are encouraged to understand the need for a common moral code and to follow it from
conviction rather than because of sanctions or consequences. At South Wonston School we work towards an understanding of what is right and wrong. From this basis pupils may develop the ability to make judgements and to become increasingly responsible for their own actions or and behaviour.
Aims for Moral Development
Objectives for Moral Development
This enables pupils to become conscientious participants in their family, class, school, the local and wider community and make a positive contribution to the lives of others in society. Within this there should be balanced consideration of the positive, satisfying elements of belonging to a group or society along with the demands, obligations and cooperation such membership requires.
Aims for Social Development
Objectives for Social Development
At the heart of cultural development lies the necessity to develop a sense of personal identity, whilst at the same time acquiring awareness, understanding and tolerance regarding the cultural traditions and beliefs of others.
Aims for Cultural Development
Objectives for Cultural Development
General Aims for Spiritual, Moral, Social and Cultural Development
In the EYFS, class teachers assess children’s development and progress in PSHE by making informal judgements as they observe children. Parents views about their child’s development is encouraged and incorporated in to the assessments. Alongside these judgements, teachers use the personal, social and emotional objectives (as stated in Development Matters) to make more formal judgements of children’s progress and development in this prime area of learning. Teachers keep a record of children’s achievements through daily observations and evaluations, or photographs.
KS1 & KS2
Informal assessment is primarily through observation of pupil behaviour, the views that pupils express, and through discussion among staff.
Date agreed: 21 June 2018
Date due for Review: September 2021