My command is this: Love each other as I have loved you. John 15:12
God calls us to treat everyone with Dignity and Respect.
‘Teachers routinely include opportunities to develop understanding of Christian values within lessons. This ensures that spirituality,
and the children’s spiritual, moral, social and cultural (SMSC) development, are recognised as being as important as
SMSC, and a respect for diversity and difference, are integral to RE lessons, as is the focus on developing the
children’s religious literacy. As a result, by the end of Key Stage 2, children talk about Christian themes in an
informed and confident way.’
SIAMs Report 2016
At Hoole St Michael CE Primary School we recognise that the personal development of pupils, spiritually, morally, socially and culturally plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides children with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, 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.
All curriculum areas have a contribution to the pupil’s spiritual, moral, social and cultural development and opportunities for this will be planned in each area of the curriculum. Christian values, principles and spirituality will be explored in the curriculum, especially in RE and collective worship. The integrity and spirituality of other faith backgrounds will be respected and explored. The diversity of spiritual traditions will be recognised, and pupils will be given access to alternative views.
All adults will model and promote expected behaviour, treating all people as valuable individuals and showing respect for pupils and their families. Pupils 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.
Pupils 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.
Article 14, “Children have the right to think and believe what they want, and to practise their religion, as long as they are not stopping other people from enjoying their rights.”
Since 2014 schools’ have had a statutory duty to promote and teach British Values which includes promoting tolerance and respect for peoples of all faiths, (or those of no faith) cultures and lifestyles. (Please see our British Values pages)
SMSC is not something that happens in isolation-it is linked and inter-connected to everything we do in school.
We aim to ensure:
- That everyone connected with the school is aware of our values and mission statement.
- A consistent approach to the delivery of SMSC issues through the curriculum and the general life of the school.
- That a pupil’s education is set within the context that is meaningful and appropriate to their age, aptitude and background.
- That pupils have a good understanding of their responsibilities
Through classroom discussions 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.
Many curriculum areas provide opportunities to:
- Listen and talk to each other.
- Learn an awareness of treating all as equals, accepting people who are different because of physical and learning difficulties.
- Agree and disagree.
- Experiencing good role models.
- Take turns and share equipment.
- Work co-operatively and collaboratively.
I have come they they may have life and life in all it’s fullness.
National Church of England Vision for Education
- 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 and reflect on 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.
- Develop an interest in and respect for different people’s faiths, feelings and values.
- Use imagination and creativity in their learning.
“live your life in a manner worthy of the gospel of Christ, so that…I will know that you are standing firm in one spirit”
BDBE Vision for Education
- 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.
“So, in everything, do unto others what you would have them do to you.”
Matthew 7: 12
- Develop an understanding of their individual and group identity.
- Helping others in the school and wider community.
There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.
- Children’s understand their own culture and other cultures in their local area and in the country, as a whole.
- They understand the diverse cultures in Europe and elsewhere in the world.
- Children feel comfortable in a variety of cultures and able to operate in the emerging world culture of shared experiences provided by television, travel and social media
- Cultural development is closely linked with valuing cultural diversity and tackling prejudice and racism.
- Recognise the value and richness of cultural diversity in Britain.
- Develop a willingness to participate in artistic, sporting and cultural opportunities.
- Children show an interest in exploring, improving understanding of, and showing respect for different faiths and cultural diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Practical activities to develop SMSC will include:
- Working together in different groupings and situations.
- Encouraging the children to behave appropriately at meal times.
- Taking responsibility e.g. class monitors, guardian angels, house captains, membership on the school council/eco-council, register monitors, assembly monitors, change4life monitors
- Encouraging teamwork in PE and games.
- Showing appreciation of the performances of other children regardless of ability.
- Hearing music from different composers, cultures and genres
- 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. festival days, the patron saints and national celebrations.
- Studying literature and art from different cultures.
- 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.
- Opportunities in music to learn songs from different cultures and play a range of instruments
- Studying the contributions to society that certain famous people have made.
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
- Regular discussions at staff and governors’ meetings.