Provided by the SMSC Grid

PIRITUAL

ORAL

OCIAL

ULTURAL

beliefs

religious

explore

• 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.

Pupils’ spiritual development is shown by their:

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Presentation Notes

Moral Development. Use this word-cloud as a prompt for discussion about moral development. Click the button on the right to reveal Ofsted’s definitions.

• 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.

Pupils’ moral development is shown by their:

communities

social

responsibilities

rightsfamilies

skills

property

thoughtfulness

debate

• use of a range of social skills in different contexts, including working and socialising with pupils 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.

Pupils’ social development is shown by their:

influencesarts literaturedrama

enrichment

traditions

concerts

exchanges

localglobal

diversity dignity

foreign

• 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.

Pupils’ social development is shown by their:

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Presentation Notes

Where is SMSC delivered? Let’s consider the main areas which contribute to a school’s SMSC provision. First of all there’s the school climate or ethos. Then there’s the curriculum subjects…. Citizenship….. P.S.H.E….. and Religious Education A school’s Wellbeing or Healthy School’s programme will also have a part to play. And finally – every curriculum subject should also contribute to the school’s overall SMSC provision.

“Inspectors should consider the climate and ethos of the school and what effect this has on enabling pupils to grow and flourish, become confident individuals, and appreciate their own worth and that of others.“ – Ofsted, 2012

• School Mission Statement

• School SMSC Policy

• Dedicated SMSC Co-ordinator

• Leadership & Management

• Codes of conduct / School Rules

• Student Voice / School Council

• Community Cohesion

• Awards & Merits

“Citizenship education will notbe the sole provision in school for the SMSC development of pupils.“

Association for Teaching Citizenship, 2012

• Democracy and justice

• Rights and responsibilities

• Identities and diversity: living together in the UKCONCEPTS{

PROCESSES{ • Critical thinking and enquiry

• Advocacy and representation

• Taking informed and responsible action

“A well-planned, coherent and effective PSHE education programme will provide concrete evidence of the school’s provision in promoting… SMSC”

PSHE Association

PROCESSES{ • Critical reflection

• Decision-making and managing risk

• Developing relationships and working with others

• Relationships

• DiversityCONCEPTS{• Personal identities

• Healthy lifestyles

• Risk

SpiritualRE helps pupils consider and respond to questions of meaning and purpose in life, and to consider and respond to questions about the nature of values in human society.

MoralRE helps pupils consider and respond to aspects of morality by using their knowledge and understanding of religious and ethical teaching, and enabling them to make responsible and informed judgements about religious and moral issues.

SocialRE helps pupils develop their sense of identity and belonging, and by preparing them for life as responsible citizens in an increasingly diverse society..

CulturalRE helps foster pupils’ awareness and understanding of a range of beliefs and practices in the community and the wider world, and by exploring issues within and between faiths. This will develop their understanding of the cultural contexts within which they and others live.

“Although the whole curriculum should contribute to the pupils’ SMSC development, it is widely recognised that RE can make a unique contribution to SMSC development “

Local Authority

“well designed, broad-based whole-school approaches to promoting health can have an impact on health- as well as education-related outcomes among children and young people.”

Institute of Education

AIMS{• to support developing healthy behaviours;

• raise pupil achievement;

• reduce health inequalities; and

• promote social inclusion

THEMES{• Personal, Social Health and Economic Education

• Healthy Eating

• Physical Activity

• Emotional Health and Wellbeing

“Inspectors should gather evidence of the impact of the curriculum on developing aspects of the pupils’ spiritual, moral, social and cultural (SMSC) development.

Ofsted, 2012

Spiritual

• developing a sense of awe and wonder at the complexity and pattern in natural phenomena

Moral

• looking at good and bad uses of drugs

• moral issues in the human food chain

Social

• looking at the ways in which the environment needs protection

• investigation in groups, sharing expertise and skills.

Cultural

• scientific development in relation to others –water supplies, new varieties of flowers and food crops

• Record SMSC delivered in existing lessons

• Generate a map of school-wide SMSC

• Use criteria based on the Ofsted framework

• Identify strengths and areas for improvement

• Generate evidence for self-evaluation

Used by hundreds of schools….