THE JOHN OF GAUNT SCHOOL - A Community Academy - Spiritual, Moral, Social and Cultural (SMSC) Education Policy

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1 THE JOHN OF GAUNT SCHOOL - A Community Academy - Spiritual, Moral, Social and Cultural (SMSC) Education Policy Originator Reviewed by Date of Review Approved by Date of Approval Next Review Date Website MPE S & C Contents: 1. Vision Statement 2. Why we emphasise SMSC 3. Across the school we aim to: 4. Spiritual Education 5. Moral Education 6. Social/Cultural Education 7. Monitoring and Evaluation 8. Differentiation 9. The more able 10. English as an additional language 11. SEN 12. Assessment

2 1. Vision Statement: We aim to create an irresistible climate for achievement; To support everyone in our school community as they strive for excellence; To work in partnership with others to remove barriers to learning; To be at the centre of learning initiatives nationally. The curriculum for a maintained school (must be) a balanced and broadly based curriculum which (a) Promotes the spiritual, moral, cultural, mental and physical development of Pupils at the school and of society; and (b) Prepares such pupils for the opportunities, responsibilities and experiences of adult life. (The Education Reform Act 1988) 2. Why we emphasise SMSC All teachers are teachers of SMSC Education. Members of staff at The John of Gaunt School are committed to developing areas of SMSC skills and values in all of our students, in the belief that it will support their learning and prepare them for the world ahead of them in order for them to develop as active and responsible citizens. SMSC is a key part of school life because: Students should be able consider what it is like to be human and the kind of society that makes that possible. It enables students to develop personal qualities which are valued in a civilised society; for example, thoughtfulness, respect, tolerance, moral principles. It is linked with our school ethos and values. All staff and students should be treated with respect regardless of their gender, race, religion and belief, sexuality and disability. It overcomes barriers to learning. It allows students to develop the skills and attitudes that will be needed to positively participate in modern Britain. It informs students of the variety of cultures and beliefs in society It gives students access to a range of activities in order to develop social skills. It develops a student s knowledge and understanding of right and wrong. It allows students to reflect upon their own beliefs in relation to the religious/non-religious beliefs of others. It allows students to respond to a range of spiritual/moral/social/cultural issues. It gives students the chance to take part in a range of extra-curricular activities. Therefore: SMSC (whether spiritual, moral, social or cultural) education should be addressed in all lessons where appropriate. Classrooms may display key issues relating to the SMSC spectrum.

3 Staff will foster a climate which embraces areas of SMSC education. 3. Across the school we aim to: 3.i Ensure that SMSC plays a significant part in students ability to learn and to achieve. 3.ii Include all curriculum areas in establishing SMSC development 3.iii All adults will model and promote expected behaviour, treating all people as valuable individuals and showing respect for children and their families as well as The Convention on the Rights of the Child. Children 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. 3.iv Encourage students to form and maintain healthy relationships inside and outside of school and establish respect for others (and our environment) regardless of race, gender, sexuality or disability. A culture of respect will be a focus of The Rights Respecting School Award that the school are working towards achieving. 3.v Review this SMSC policy annually. 3. Spiritual Education Spiritual education emphasises beliefs, religious or otherwise, which inform students perspective on life and their interest in, and respect of, different people s feelings and values. It enables students to gain a sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible. The use of imagination and creativity in learning and the willingness to reflect on their experiences and to compare and contrast these to the experiences of others (religious and non-religious) is a key element. 4.i Students will be given opportunities to develop their thinking regarding their own beliefs and perspectives on life - independently - in pairs - in groups - inside and outside of lessons (extra-curricular activities) - during class discussions - Through the tutor work programme - Specifically in Citizenship, PSHE and Religious Education lessons 4.ii Students will learn about the six major religions in the world as well as non-religious beliefs throughout the Religious Education curriculum. Respecting the beliefs, feelings and values of others will be a key focus. 4.iii We will teach and encourage students to be curious about the world and the different cultures within it.

4 4.iv We will develop students imagination and creativity in their learning and give students a willingness to reflect upon their own experiences. 4.v Over time staff training needs will be met through a CPD programme which includes the development of SMSC inside and outside the classroom. 4.vi We will promote the importance of effective communication through enrichment and extra-curricular communication activities. 5. Moral Education Moral education encourages students to recognise the difference between right and wrong and to be able to relate this understanding in their own lives. Students must have an understanding of the consequences of their actions and be able to refer to the unconditional rights that all humans have. Moral education enables students to take an interest in investigating and offering reasoned views about moral and ethical issues. 5.i We aim to prepare students for life outside of school and the rules and regulations they will face. Students will be informed of the consequences that various actions have in life and how this may affect them in the future. 5.ii Students will be encouraged to understand that actions have consequences. 5.iii Students will have the ability to make judgements regarding how they should behave and act towards others. 6. Social/Cultural education Social education refers to a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socioeconomic backgrounds. Students should show a willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively. It develops an interest in, and understanding of, the way communities and societies function at a variety of levels, both inside and outside of Britain. Cultural education gives young people an understanding and having an appreciation of the wide range of cultural influences that have shaped their own heritage. It develops a willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities. It allows an interest in exploring, understanding of, and respect for, cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global community.

5 6.i Teachers will aim to refer to social and cultural issues, when appropriate, through: Referring to different cultures and societies within Britain and the world. Emphasising the importance of individual and group identity. Valuing cultural diversity in Britain. Developing an awareness of a student s own cultural identity. Allowing students to develop a level of knowledge and understanding of Britain s local, national, European, Commonwealth and global dimensions. Helping others in the local and wider community. Using activities that support cultural awareness. 7. Monitoring and Evaluation We will make use of a variety of data to assess the standards of students SMSC skills and attitudes. Senior Leaders, the Head of Citizenship, PSHE and Religious Education and House Leaders may decide on how to effectively monitor and evaluate SMSC within school. Inclusion 8. Differentiation The John of Gaunt School students are entitled to our highest expectations and support. Some will need additional support and others will need to be challenged and extended. Strategies that we can use include: Questioning. Adjusting the demands of the task. The use of additional support. Use of group structures. Resources. Making objectives clear. Creating an atmosphere where students evaluate their own and one another s work. 9. The more able We will: Develop a teaching repertoire which supports and challenges able students in relation to SMSC teaching strategies Provide opportunities for enrichment and development for able students. 10. English as an Additional Language

6 Our students learning EAL need to hear about issues within the SMSC spectrum that relate to British society as well as the world in its wider context. References to their own culture may be used within the first instance so links can be seen between British culture and their own. 11. SEN We will teach our students with special educational needs appropriately, supporting their learning and providing them with challenges matched to their needs, through using a range of teaching strategies such as guided group work, writing frames and oral activities. 11. Assessment SMSC is not assessed directly, although data can be given from a student s Citizenship, PSHE and Religious Education teacher in relation to level/grade achieved in areas directly relating to the SMSC spectrum. Other areas of the curriculum can add to the whole picture of a student s progress in terms of SMSC. Tutors will be able to give an accurate report on the extra curriculum activities that a student may take part in and will be able to report on how a student adds to the wider life of the school.

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