SMSC (Spiritual, Moral, Social and Cultural) at Holy Spirit
Updated May 2015
At Holy Spirit we recognise that the personal development of children - spiritually, morally, socially and culturally (SMSC) - plays a significant role in their ability to learn, achieve and be happy individuals. We therefore aim to provide an education that provides children with opportunities to explore and develop:
their own values and beliefs;
their own spiritual awareness;
their own high standards of personal behaviour;
their critical thinking skills
a positive, caring and respectful attitude towards other people;
an understanding of their social and cultural traditions; and
an appreciation of the diversity and richness of their cultures.
We consciously facilitate opportunities in these four areas in the following ways:
SPIRITUAL DEVELOPMENT: This refers to children’s beliefs, religious or otherwise, which inform their perspective on life and their interest in, and respect for, different people’s feelings and values. This is developed by:
Giving pupils the opportunity to explore values and beliefs, including religious beliefs and the way in which they impact on people’s lives. This is done, for example, through Assemblies, Collective Worship, studying our other faith Judaism (we had a Judaism week and had Mr Cohen in to work with us all), learning about other Religions such as Islam (we had a visitor from St. Helen's Islam community).
Giving pupils the opportunity to understand human emotions and feelings, the way they impact on people and how an understanding of them can be helpful; for example, through SEAL lessons, Literacy, Drama, Topic work, Music and Dance.
Developing a climate, or ethos, within which all pupils can grow and flourish, respect others and be respected; for example, Peer Listeners; School Council; Celebration Assemblies, Learning Mentor club, Care club, Nurture groups and Friendship club.
Offering pupils the opportunity to appreciate the beauty and wonder of the natural environment; for example, visits to the Duckeries, learning outdoors, taking care of our garden/allotments, litter club, and Muddy Hands.
Accommodating difference and respecting the integrity of individuals; for example, Spotty and Stripey Party election, School Council, Collective Worship, Prayer ribbon board and Prayer area, Playtime buddies, Explicit PSHE and SEAL lessons, Assemblies on Diversity and Anti-bullying week.
Promoting teaching styles that:
Value pupil questions and give them space for their own thoughts, ideas and concerns.
Allow children to take ownership of and lead their learning.
Enable pupils to make connections between aspects of their learning.
Encourage pupils to relate their learning to a wider frame of reference; for example, asking ‘why’, ‘how’, and ‘where’ as well as ‘what’.
MORAL DEVELOPMENT: refers to a pupil’s understanding, attitude and behaviour to what is right and what is wrong. This is developed by:
Providing a clear moral code for behaviour which is promoted consistently through all aspects of the school; for example, Behaviour Policy; Class Charters; Race Track; Crazy Cash; Stages, Anti Bullying Week, E-Safety week.
Promoting equality relating to; gender, religion, ethnic origin, age, disability, SEND, (Inclusion policy, Equal Opportunities policy, SEND policies).
Promoting racial, religious and other forms of equality (Racial, Inclusion, Equal Opportunities, SEND policies).
Giving pupils opportunities to explore and develop moral concepts and values throughout the curriculum; for example, truth, justice, equality of opportunity, right and wrong (PSHE; RE; History; Literacy; Assembly; Drama; School Council; Councillor Shields Year 6, Election week, Community Police officer visits).
Developing an open and safe learning environment in which pupils can express their views and practise moral decision making ( PSHE and SEAL Circle time sessions, School Council; Friendship club; Drama; Safeguarding policy & practice).
Rewarding expressions of moral insights and good behaviour (Celebration Assembly; class reward systems; house points; Headteacher awards).
Modelling through the quality of relationships and interactions the principles we wish to promote; for example, fairness, integrity, respect for persons, pupil welfare, respect for minority interests, resolution of conflict keeping promises and contracts (whole school charity events; Fair-trade week; Shoe Box appeal - Operation Christmas Child, Celebration Assemblies; Assembly themes).
Recognising and respecting different cultural groups represented in the school and the wider community (celebration of religious festivals in RE, Chinese New Year and newsletters, Topic wows, Themed Assemblies).
Encouraging children to take responsibility for their actions; for example, respect for property, care of the environment and code of behaviour (Behaviour Policy; Assembly themes).
Providing models of moral standards through the curriculum (Literacy; History; RE; PSHE; Assembly; Drama).
Reinforcing the school’s values through the use of posters, displays etc.
SOCIAL DEVELOPMENT: refers to a pupil’s progressive acquisition of the competencies and qualities needed to play a full part in society and become informed citizens of the future. This is supported by:
Fostering a sense of community with common, inclusive values (Assembly; Home-School Agreement; ‘Friends of Holy Spirit’ events including Christmas & Summer fairs; Fiver enterprise Year 5 and 6; visiting local elderly residents, involvement with local road safety initiatives; partnership with local churches & mosque; Secondary School open days).
Promoting equality relating to; gender, religion, ethnic origin, age, disability and SEND.
Promoting racial, religious and other forms of equality (Racial & Equal opportunities policies).
Encouraging children to work co-operatively.
Encouraging children to recognise and respect social differences and similarities; for example, where they live, different kinds of family models, age issues (PSHE; RE; literature, Assemblies).
Providing positive corporate experiences; for example, special curriculum events, productions, school council, Year 6 end of year play, Christmas nativity, Easter , Class Assemblies.
Helping pupils develop personal qualities which are valued in society, for example, thoughtfulness, honesty, respect for differences, moral principles, independence, inter-dependence, self-respect.
Providing opportunities to participate in the democratic process and participate in making community decisions (School Council; votes in class on a variety of issues; House Captain votes, School Election for Spotty and Stripey Party).
Providing children with opportunities to exercise leadership and responsibility (Council Leaders, Class monitors; Prefects; Friendship club leaders; Pupil librarians, Peer listeners, Prayer team).
Welcoming members of our local Parish community into our school and keeping them informed of developments (Website; newsletter; notice board; community board; involvement in community events; for example, WWI week, Young Citizens Award Cere, Choir, Athletics, Rugby, Football tournaments).
CULTURAL DEVELOPMENT: refers to pupils developing their understanding of beliefs, values and customs in social, ethnic and national groups different to their own. This is supported by:
Providing children with opportunities to explore their own cultural assumptions and values.
Celebrating the attitudes, values and traditions of diverse cultures (Geography; RE; History; Literacy; Library; Assembly; Art; Dance; Music; celebrating festivals and drawing on diverse parent cultural backgrounds; CAFOD week).
Recognising and nurturing particular gifts and talents (Local Events with other schools (Crucial Crew, singing at Young Citizens Awards at Town Hall).
Developing partnerships with outside agencies and individuals to extend pupil’s cultural awareness (Drama, music and dance groups, links with Liverpool Museum, St Helen's Library).
Reinforcing the school’s cultural values through displays and photographs.
Our fantastic St George's day assembly!