Social, Moral, Spiritual, Cultural (SMSC) Policy

At Parklands High School our mission statement ‘Learn, Respect Aspire, Achieve’ exemplifies our attitude and approach to the importance of the development of all aspects of SMSC.  We recognise and firmly believe that the development of pupils, spiritually, morally, socially and culturally plays a significant part not only in their ability to learn and achieve but in their ability to relate fully to and have the ability to access the world they live in.  We therefore aim to provide an education that provides children with opportunities to explore and develop their own values, whilst recognising that those of others may differ. Beliefs, spiritual awareness, high standards of personal behaviour including a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures are all critical skills and dispositions that we nurture, encourage and develop through our subject and wider curriculum.

All curriculum areas make valuable contributions to pupils’ spiritual, moral, social and cultural development. 

  • Belief values, principles and spirituality are explored across the curriculum.  
  • The integrity and spirituality of faith backgrounds are respected and explored.  
  • The diversity of spiritual traditions are recognised, and pupils are given access to alternative views.

All of these areas are integral to the development of understanding of and affinity with British values and the national identity that are a crucial part of our cultural heritage.  Through our SECURE programme we embrace the following 4 strands integral to British Values:

  • Democracy.
  • The rule of law
  • Individual liberty
  • Mutual respect and tolerance of those with different faiths and beliefs.

All adults will model and promote expected behaviour, treating all people as valuable individuals and showing respect for pupils and their families. Children should learn to differentiate between right and wrong in as far as their actions affect other people.  They will be encouraged to value themselves and others.

Children should understand their rights and responsibilities and the need to respect the rights of others. School and classroom charters should promote responsible behaviour. All curriculum areas should seek to use illustrations and examples drawn from as wide a range of cultural contexts as possible. This will be reflected in the teacher's planning and learning resources.

 

Departmental SMSC Provision Statements
School Assemblies

 

 

   

Link to British Values (Aspire)

 

General aims

We aim to ensure:

  • That everyone connected with the school is aware of our values and principles.
  • A consistent approach to the delivery of SMSC issues through the curriculum and the general life of the school.
  • That a child's education is set within a context that is meaningful and appropriate to their age, aptitude and background.
  • That children have a good understanding of their responsibilities

 Through classroom activities and dialogue in the wider curriculum we will give the children opportunities to:

  • Share their achievements and successes with others
  • Talk about personal experiences and feelings.
  • Express and clarify their own ideas and beliefs.
  • Speak about difficult events, e.g. bullying, death etc.
  • Explore relationships with friends/family/others.
  • Consider the needs and behaviour of others.
  • Show empathy.
  • Develop self-esteem and a respect for others.
  • Develop a sense of belonging.
  • Develop the skills and attitudes that enable children to develop socially, morally, spiritually and culturally e.g. empathy, respect, open-mindedness, sensitivity, critical awareness etc.

  All curriculum areas provide opportunities to:

  • Listen and talk to each other.
  • Learn an awareness of treating everyone as equal, accepting people who are different because of physical and learning difficulties
  • Agree and disagree but respond respectfully.
  • Experience good role models.
  • Take turns and share ideas, equipment and give peers the opportunity to contribute
  • Work co-operatively and collaboratively.

All curriculum areas plan & provide opportunities to cultivate:

Spiritual Development

  • Sustain their self-esteem in their learning experience.
  • Develop their capacity for critical and independent thought.
  • Foster their emotional life and express their feelings.
  • Experience moments of stillness and reflection.
  • Discuss their beliefs, feelings, values and responses to personal experiences.
  • Form and maintain worthwhile and satisfying relationships.
  • Reflect on, consider and celebrate the wonders and mysteries of life.

  Moral Development

  • Recognise the unique value of each individual.
  • Listen and respond appropriately to the views of others.
  • Gain the confidence to cope with setbacks and learn from mistakes.
  • Take initiative and act responsibly with consideration for others.
  • Distinguish between right and wrong.
  • Show respect for the environment.
  • Make informed and independent judgements.
  • Take action for justice.

  Social Development

  • Develop an understanding of their individual and group identity.
  • Help others in the school and wider community.
  • Pupils are given opportunities to act as responsible leaders and role models
  • Activities in vertical forms support the development of effective relationships.

  Cultural Development

  • Recognise the value and richness of cultural diversity in Britain.
  • Develop an understanding of Britain's local, national, European, Commonwealth and global context .

  Practical activities to develop SMSC will include:

  • Working together in different groupings and situations.
  • Encouraging the children to behave appropriately at social times.
  • Taking responsibility e.g. Student leadership team (SSLT) prefects, meet and greet, and pupil mentors who look after and support vulnerable peers.
  • Encouraging teamwork in all group activities.
  • Showing appreciation of the performances of other children regardless of ability.
  • Meeting people from different cultures and countries.
  • Participation in a variety of different educational visits.
  • Participation in live performances.
  • Use of assembly themes to explore important aspects of our heritage and other cultures e.g.  Remembrance
  • Studying the ‘Arts’ from different cultures supported by visits from writers and artists and participating in workshops.
  • Opportunities for the children to hear and see live performances by professional actors, dancers and musicians.
  • Opportunities to make and evaluate food from other countries.
  • Studying the contributions to society that certain famous, historical and influential people have made.

  Links with the wider community

  • Visitors are welcomed into our school.
  • The school will support the work of a variety of charities.
  • The development of strong home-school communication routes is regarded as very important, enabling parents and teachers to work in an effective partnership to support the children.
  • Children will be taught to appreciate and take responsibility for their local environment.
  • Liaison with local secondary schools to support the primary curriculum e.g. modern foreign languages, creative and expressive arts, PE and games.

 Monitoring and evaluation

Provision for SMSC is monitored and reviewed on a regular basis.  This achieved by:

  • Monitoring of teaching and learning and work scrutiny by CLs / SLT / head teacher/ governors.
  • Regular discussions at staff and governors' meetings.
  • Audit of policies and units of study including the school's approach to collective reflection.

We firmly believe that the effective provision and delivery of a curriculum that serves to accomplish all the aforementioned aspects of SMSC development will purposefully prepare our pupils with the skills they need to achieve success and fulfilment in life and make a positive contribution to society.