Social, Moral, Spiritual, and Cultural Development

Rationale

At Crispin School the personal development of students is a fundamental part of the academic and pastoral work of the school. To this end, we want to develop students spiritually, morally, socially and culturally and ensure that they are treated as individuals.

We aim to deliver spiritual, moral, social and cultural (SMSC) education through all aspects of school life; curriculum, PSHE, extra-curricular activities, school trips, the pastoral system, assemblies as well as themed events. No school can effectively promote the personal development of its young people without the partnership of parents and the wider community. We therefore do our best to engage these key stakeholders in this endeavour and work closely with them whenever possible.

Implementation of the policy

Crispin School has a very clear ethos in terms of the way we treat ourselves and each other.

As a school:

  • We offer positive and realistic examples and role models for students to follow;
  • We provide opportunities for reflection, discussion, advice and support to enable them to set personal goals and develop self-awareness and self-esteem;
  • All departments understand the importance they play in contributing to the personal development of each student;
  • Provide opportunities for all students to study Beliefs & Values and PSHE as part of a planned programme to support spiritual, moral, social and cultural development;
  • Our pastoral teams work closely to ensure the tutor and assembly programmes have the aims of this policy in mind and that the delivery is appropriate for each year group;
  • Students have opportunities to reflect deeply on moral or social issues relating to school life and the wider world;
  • Students are offered first hand opportunities to meet different people, visit different places and discuss different belief structures and faiths.

What is SMSC? (OfSTED Definitions)

 Spiritual

Pupils’ spiritual development 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 and willingness to reflect on their experiences.

 Moral

Pupils’ moral development is shown by their:

  • Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries 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 ability to understand and appreciate the viewpoints of others on these issues.

 Social

Pupils’ social development is shown by their:

  • Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those 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; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

 Cultural

Pupils’ cultural development is shown by their:

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those 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, musical, 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.

 Examples of SMSC in the wider Community

  • National Sporting Competitions (Handball, Football etc.)
  • Student Guides and Open Evening Ambassadors
  • Student Panel at Interviews
  • Year 6 Induction and enrichment activities
  • Tutor and Assembly Programme
  • Year 10 Work Experience Week
  • Alumni Programme
  • Core Support Option
  • 4 Options at KS4
  • E+ Support
  • Visiting speakers (Local MP etc.)
  • House Charity fundraising for Children in Need and Sports/Comic Relief
  • Duke of Edinburgh Award (Years 9 and 10)
  • World Challenge
  • Kenya Links
  • Community Carol Singing
  • Cultural trips to theatres, galleries, concerts and museums
  • SASP Sports Leadership
  • Prefect and Senior Student Team
  • School Council
  • Peer Mentors
  • Community Mentors
  • Trips abroad to Iceland, Kenya.

Last Updated: December 2018