Spiritual, Moral, Social & Cultural
SMSC stands for spiritual, moral, social and cultural. At Willingdon Community School, we believe we have an educational obligation to teach the spiritual, moral, social and cultural development of students as part of a broad and balanced curriculum.
We acknowledge that the development of students, 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. This ties in with our Personal Excellence values of ambition, respect, courtesy, compassion and honesty.
SMSC General Aims
Department of Education advice published in 2014 states that through the provision of SMSC, schools should:
Enable students to develop their self-knowledge, self-esteem and self-confidence
Enable students to distinguish right from wrong and to respect the civil and criminal law of England
Encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely
Enable students to acquire a broad general knowledge of and respect for public institutions and services in England
Further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures
Encourage respect for other people
Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.
SMSC Delivery at Willingdon Community School
At Willingdon Community School, we believe in a whole-school approach to SMSC and recognise that all areas of the curriculum make an important contribution to the spiritual, moral, social and cultural development of our students and opportunities for this will be planned for in each area of the curriculum. Beyond the classroom there are many additional ways that SMSC is taught, fostered and embedded at Willingdon Community School. This includes through the sharing and adherence to an agreed school ethos of ‘Personal Excellence’, positive relationships throughout the school, Student Council, Senior Student Leaders, Student Voice, trips and visits and the vast extra-curricular programme offered by the school. Additionally, the school assembly rota helps to ensure that students are versed about the world around them and encourages them to reflect on current affairs.
By the end of Key Stage 4 students at Willingdon Community School will have:
Been given the opportunity to study cultural education subjects through Ethics, History, Geography, MFL, Drama, English
Experienced cultural stimulation in the form of museum trips, theatre trips, trips outside of our local area including abroad.
Developed a knowledge about different aspects of culture, including an understanding of historical development and context of Art, Drama, Design Technology, English Literature and Music.
Developed an understanding of the different forms of each cultural area in music, dance and drama
Attended professional concerts and plays.
Taken part in a dramatic performance.
Have full access to the school library, and been exposed to a wide range of books, as well as for other research materials.
Regularly made use of digital technology to see, read and listen to great culture, no matter where it is situated in the world.
Had their work celebrated in school and in their wider local community through publication, exhibitions, performance and screenings.
Been guided into further and higher education and employment through a bespoke careers education programme.
Been supported to take particular talents and interests forward.
Had a chance to learn about careers in different industries and been supported to find work experience in these areas, should they wish to pursue it.
Had the chance to lead or shape activity in school by helping with a club, acting as a senior student or sports leader or helping in the school library.
Been able to join a lunchtime or after school club in areas such as sport, dance, drama, art, music or chess
Defining Spiritual, Moral, Social and Cultural Development
Students’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material wellbeing.
The spiritual development of students is shown by their:
ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences.
Students’ moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and learn how to forgive themselves and others. They develop the knowledge, skills and understanding, qualities and attitudes they need in order to make responsible moral decisions and act on them.
The moral development of students is shown by their:
ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England
understanding of the consequences of their behaviour and actions
interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.
Students’ social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good. They display a sense of belonging and an increasing willingness to participate. They develop the knowledge, skills, understanding, qualities and attitudes they need to make an active contribution to the democratic process in each of their communities.
The social development of students is shown by their:
use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds
willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Students’ cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences. They develop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture.
The cultural development of students is shown by their:
understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
willingness to participate in and respond positively to artistic, sporting and cultural opportunities
interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities