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Spiritual, Moral, Cultural & Social Education

The school places a very high regard on the spiritual, moral, social and cultural development of every child. It is crucial for individual pupils and it is crucial for society as a whole. It is as the heart of what education is all about – helping pupils grow and develop as people. Within an ethos where everyone is valued and respected, we try to ensure that every opportunity is made available for pupils to develop spiritually, morally, socially and culturally:

Spiritually by:

  • giving pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives.
  • supporting pupils who already have religious beliefs, develop these beliefs in ways which are personal and relevant to them.
  • encouraging pupils to explore and develop what moves themselves and others.
  • encouraging pupils to reflect and learn from these reflections.
  • giving pupils the opportunity to understand human feelings and emotions, the way they affect people and how an understanding of them can be helpful.
  • working in a climate/ethos within which all pupils can grow and flourish, respect others and be respected.
  • celebrating difference and respecting the integrity of individuals.
  • using questioning to promote and value pupils’ questions and give them space for their own thoughts, ideas and concerns, helping them to make connections between aspects of their learning.

Morally by:

  • providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school.
  • promoting measures to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria.
  • giving pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong.
  • developing an open and safe learning environment in which pupils can express their views and practise moral decision-making.
  • addressing breaches of agreed moral codes where they arise – for example, in the press, on television and the internet as well as in school.
  • modelling, through the quality of relationships and interactions, the principles which they wish to promote – for example, fairness, integrity, respect for people, pupils’ welfare, respect for minority interests, resolution of conflict, keeping promises and contracts.
  • recognising and respecting the codes and morals of the different cultures represented in the school and wider community.
  • encouraging pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour.
  • providing models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship.
  • reinforcing the school’s values through images, posters, classroom displays, screensavers, exhibitions.

Socially by:

  • identifying key values and principles on which school and community life is based.
  • fostering a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish.
  • encouraging pupils to work co-operatively and to recognise and respect social differences and similarities.
  • providing positive corporate experiences – for example, through assemblies, team activities, residential experiences, school productions.
  • helping pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, inter-dependence, self-respect.
  • helping pupils to challenge, when necessary and in appropriate ways, the values of a group or wider community.
  • helping pupils resolve tensions between their own aspirations and those of the group or wider society.
  • providing opportunities for engaging in the democratic process and participating in community life.
  • providing opportunities for pupils to exercise leadership and responsibility.
  • providing positive and effective links with the world of work and the wider community.

Culturally by:

  • providing opportunities for pupils to explore their own cultural assumptions and values.
  • extending pupils’ knowledge and use of cultural imagery and language.
  • recognising and nurturing particular gifts and talents.
  • providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance.
  • developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, artists.
  • reinforcing the school’s cultural values through displays, posters, exhibitions, etc.

These aspects of a child’s development are given an extremely high priority, permeating everything we do and enjoy at school. They run throughout the whole curriculum and underpin the school’s ethos and values.

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