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Session 5 - SMSC

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Spiritual, Moral, Social and Cultural Development http://www.youtube.com/watch?v=ujRV-9Pu6sc  
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Page 1: Session 5 - SMSC

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Spiritual, Moral, Social and

Cultural Development

http://www.youtube.com/watch?v=ujRV-9Pu6sc 

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Objectives 

• To understand the opportunities for developing Spiritual,Moral, Social and Cultural values;

• To be able to define the four elements;• To understand how SMSC development relates to

experiences in the classroom and wider school;• To enable you to adopt classroom practices that help to

develop SMSC education.

• To explore the wider contexts of SMSC and how this fitswith wider community issues.

Spiritual

Moral

Social

Cultural

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 Your

knowledge ofSMSC?

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What do you is meant

by each in SMSC?

Spiritual

Moral

Social

Cultural

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Defining spiritual, moral, social and culturaldevelopment – Ofsted 2014The spiritual development of pupils is shown bytheir:• ability to be reflective about their own beliefs,

religious or otherwise, that inform theirperspective on life and their interest in and

respect for different people‟s faiths, feelings andvalues

• sense of enjoyment and fascination in learningabout themselves, others and the world around

them• use of imagination and creativity in their learningwillingness to reflect on their experiences.

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The moral development of pupils is shown by their:• ability to recognise the difference between right and

wrong, readily apply this understanding in their ownlives and, in so doing, respect the civil and criminallaw of England

• understanding of the consequences of their behaviourand actions

• interest in investigating and offering reasoned viewsabout moral and ethical issues, and being able tounderstand and appreciate the viewpoints of otherson these issues.

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The social development of pupils is shown by their:• 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 socialsettings, including by volunteering, cooperating well with othersand being able to resolve conflicts effectively

• acceptance and engagement with the fundamental British valuesof 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 willallow them to participate fully in and contribute positively to lifein modern Britain.

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The cultural development of pupils 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 elementof their preparation for life in modern Britain

• knowledge of Britain's democratic parliamentary system and itscentral role in shaping our history and values, and in continuing todevelop Britain

• willingness to participate in and respond positively to artistic,sporting and cultural opportunities

• interest in exploring, improving understanding of and showingrespect for different faiths and cultural diversity, and the

extent to which they understand, accept, respect and celebratediversity, as shown by their tolerance and attitudes towardsdifferent religious, ethnic and socio-economic groups in the local,national and global communities.

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It is said that spiritual development is about how aschool helps:

„…individuals to make sense of these questions, andabout what it does to help

form pupils‟ response to life and various forms of

experience, or even to questionsabout the universe‟  

What activity could be used to help with

spiritual development?

Spiritual 

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Standards of acceptable behaviour

Teachers‟ attitudes and interactions as powerfulrole models

Curriculum themes promoting moral values

Moral

What activity could beused to help with moraldevelopment?

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Schools are social communities that offer a model

for working and living together

Exercising responsibilities and face consequences oftheir actions

Co-operative working

Social

What activity could beused to help with socialdevelopment?

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Children need to understand their own culture

Recognise change and diversity

Understanding of celebrations

Cultural

What activity could beused to help with

cultural development?

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Spiritual, moral, social and cultural developmentis now referenced throughout Ofsted's SchoolInspection Handbook. It is almost as important

to a school's inspection as the curriculum.An 'outstanding' school will have a 'thoughtfuland wide-ranging promotion of pupils‟ spiritual,

moral, social and cultural development'An 'inadequate' school will have 'seriousweaknesses in the overall promotion of pupils‟spiritual, moral, social and cultural development'.

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Outstanding (1)• Teaching is outstanding and, together with a rich, relevant, broad and

balanced curriculum, contributes to outstanding learning and achievement,significant growth in pupils‟ knowledge, and excellent attitudes to learning.

Exceptionally, achievement may be good and rapidly improving.• Pupils and particular groups of pupils have excellent educational

experiences at school and these ensure that they are very well equippedfor the next stage of their education, training or employment.

• There is excellent practice that ensures that all pupils have high levels ofliteracy and mathematical knowledge, understanding and skills appropriate

to their age.• The school‟s practice consistently reflects the highest expectations of

staff and the highest aspirations for pupils, including the most able,disabled pupils and those with special educational needs.

• Best practice is spread effectively in a drive for continuous improvement.• Other principal aspects of the school‟s work are good or outstanding.• The school’s thoughtful and wide-ranging promotion of pupils’ spiritual,

moral, social and cultural development and their physical well-beingenables them to thrive in a supportive, highly cohesive learningcommunity. Pupils whose cognitive ability is such that their literacyskills are likely to be limited make excellent progress appropriate totheir age and capabilities.

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Why we are interested in pupils‟ SMSC developmentThe statutory requirement that schools should encourage pupils‟ SMSCdevelopmentwas first included in the Education Reform Act 1988. The Act began as follows:

„The curriculum for a maintained school (must be) a balanced and broadly basedcurriculum which — (a) promotes the spiritual, moral, cultural, mental and physical development ofpupils at the school and of society; and(b) prepares such pupils for the opportunities, responsibilities and experiencesof

adult life.‟ 1 This was followed by the Education (Schools) Act 1992 which stated that:„The Chief Inspector for England shall have the general duty of keeping theSecretary of State informed about— (a) the quality of the education provided by schools in England;(b) the educational standards achieved in those schools;

(c) whether the financial resources made available to those schools are managedefficiently; and(d) the spiritual, moral, social and cultural development of pupils at thoseschools.‟ 2 

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Three years later, the School Curriculum and AssessmentAuthority (SCAA)produced a report which defined spirituality as some or all of:• „the essence of being human, involving the ability to surpass the

boundaries of the physical and material• an inner life, insight and vision• an inclination to believe in ideals and possibilities that transcendour experience of the world• a response to God, the „other‟ or the „ultimate‟ • a propensity to foster human attributes such as love,

faithfulnessand goodness, that could not be classed as physical• the inner world of creativity and imagination• the quest for meaning in life, for truth and ultimate values• the sense of identity and self-worth which enables us to value

others.‟ 

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Who am I?We all carry a backpack with us inour lives. The content of thisbackpack is unique to us (though wemay share things in common withothers). We have collected thiscontent through people, places,events, and experiences.

http://www.schoolslinkingnetwork.org.uk/resources-area/teaching-resources/who-am-

i/what%E2%80%99s-in-my-backpack/ 

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Who am I?

Dealing with personal issues around who we are, can raise

sensitive issues for some learners. It is important we areaware of these and able to deal with them as teachers.This is an activity about recognising why we are who we are,rather than an activity about changing who we are.

Give some examples to help them embrace the idea, e.g.I really enjoy the outdoor life because I grew up in the countryside;I became a teacher because my parents both worked in schools;

I love Indian food because my bestfriend is Indian and I often eat at their

  house;I am nervous of dogs because mygranddad had one that used to growlat me when I was younger.

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 You have won £100 to spend

at an auction!

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Lasting good health £

Close and supportive family life £

Creative, artistic or music talent £

Warm and happy friendships £

Physical beauty £

Active sporting life £

Worry-free financial comfort £

Career full of achievement £

Adventure and excitement £

Respect for who you are and what you do £

Total £100

The Auction

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An Outstanding Nursery School: 

Families from minority ethnic groups are very well integrated into the life ofthe centre and nursery and activities such as a Polish Day ensure that children

develop a very good awareness for their age of the cultural diversity of societyChildren from different backgrounds get on very well together, and as theyget older become increasingly independent and confident. They make anexcellent contribution to the community by taking responsibility for simpletasks around school and sharing their learning with friends and families.

Excellent welfare contributes very effectively to children's learning and totheir outstanding personal development and well-being. At the time of theinspection, procedures to ensure that children are safe fully met statutoryrequirements. There are excellent links with outside agencies to safeguardchildren's well-being and to support those who are having difficulties.

Throughout the school, relationships between adults and children are superband they help to build children's confidence. Children love their time in theschool and they participate with great enthusiasm in all activities. Children areextremely well behaved and they develop high levels of confidence andindependence. Children show great concentration when working in small groupsand persevere on activities as they explore their own ideas.

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Why is SMSC so important?

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Look at the summary and conclusions to the governmentsReport on the Trojan Horse affair in Birmingham and theRotherham child abuse cases what can we learn about theseand how can we use SMSC to try and make sure this doesnot happen again.

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Where can we find SMSC in the curriculum? RE Geography

 History Science English/literacy PE

Art ICT PSHE DT

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A sense of awe, wonder and

mystery –  being inspired by thenatural world, mystery or humanachievement…

 National Curriculum Council (1993) Spiritual and Moral Development -

A Discussion Paper. York. 

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Assemblies are really good places to start incorporatingSMSC into school life.

In groups you are going to plan and present in this sessionan assembly you may want to use one of the ideas below; Friendships Human rights

Hopes and dreams Being different Responsibilities Peace

Looking after our environment Giving to others

Di d T k

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Directed Tasks

•Look at “Resolution Revolution Activity” on the BHA website(British Humanist Association). Review the materials availableand add detail to your Blogfolio. https://humanism.org.uk/wp-content/uploads/resolutionrevolutionteachersnotes.pdf 

Read and make notes on the following article which is availableon Nile:Shore A (2001) Can Schools Develop Spirituality? ExeterUniversity: Farmington Institute.

• Reflect on your learning and work on your Blogfolio.

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Essential Reading 

Ofsted (2004) Promoting and evaluating pupils‟ spiritual, moral,

social and cultural development. London: Ofsted.http://www.farmington.ac.uk/documents/new_reports/TT231.pdf 

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/340526/HC_576_accessible_-.pdf 

http://www.bbc.co.uk/news/uk-england-27779524 


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