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Locks Heath Junior School

‘Where Children Come First’

SMSC

As a school, we recognise that providing children with opportunities to develop spiritually, morally, socially and culturally (SMSC) helps to develop personal development. At Locks Heath Junior School, we aim to provide children with an education that provides children with these opportunities to explore and develop.

We encourage children to develop and explore:

  • their own beliefs and values

  • their own spiritual awareness

  • their own critical thinking

  • a positive, caring and respectful attitude towards other people

  • an understanding of social and cultural traditions

  • a chance to celebrate diversity

     

We consciously facilitate opportunities in these areas in the following ways:

 

Spiritual Development: This refers to pupil’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 whole school assemblies, year group assemblies and RE lessons.

  • Giving pupils the opportunity to understand emotions and feelings, the way they impact on people and how an understanding of them can be helpful is developed through: Reading and writing lessons, drama, music, PE and assemblies.

  • Developing a climate or ethos, which all pupils can grow and flourish, respect others and be respected through our School Council, Lunchtime Play Leaders and celebration assemblies.

  • Offering pupils the opportunity to appreciate the beauty and wonder of the natural environment through outdoor learning within our own school grounds, school trips, Woodland Warriors and curriculum lessons

  • Accommodating difference and respecting the integrity of individuals through our School Council, Play Leaders, assemblies on diversity, equality and anti-bullying.

 

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 Rewards; E-Safety talks.

  • Promoting equality relating to; gender, religion, ethnic origin, sexual orientation, age, disability, SEN, (Inclusion policy, Policy for Equality and Community Cohesion, SEN policies).

  • Promoting racial, religious and other forms of equality (SEN 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 ( RE, History, English, Assemblies, Drama, School Council, and PCSO visits for Year 6).

  • Developing an open and safe learning environment in which pupils can express their views and practise moral decision making (Circle time sessions, School Council, Drama and Safeguarding policy).

  • Rewarding expressions of moral insights and good behaviour (Celebration Assembly and class reward systems).

  • 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, Celebration Assemblies, Assembly themes).

  • Recognising and respecting different cultural groups represented in the school and the wider community (Celebration of religious festivals in RE, Assemblies, SMSC days, School trips).

  • Encouraging children to take responsibility for their actions. For example, respect for property, care of the environment and Core Values (Behaviour Policy and Assembly themes).

  • Providing models of moral standards through the curriculum (English, History, RE, Assemblies and Drama).

  • Reinforcing the school’s values through the use of posters and classroom displays.

 

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 (Core Values, Assemblies, Home-School Agreement and PTA).

  • Promoting equality relating to: Gender, religion, ethnic origin, sexual orientation, age, disability or SEN (Assemblies, SMSC days and displays).

  • Promoting racial, religious and other forms of equality (RE and Assemblies)

  • Encouraging children to work co-operatively (Playtime, Sports Day and mixed year group curriculum events).

  • Encouraging children to recognise and respect social differences and similarities: For example: Where they live, different kinds of family models, age issues (SMSC days, RE and assemblies).

  • Providing positive experiences: For example: Special curriculum events, Year 6 production, Year 4 nativity and School Council,

  • Helping pupils develop personal qualities which are valued in society. For example: Thoughtfulness, honesty, respect for differences, moral principles, independence, inter-dependence, self-respect.

Helping children to relieve tensions between their own aspirations and those of the wider group.

 

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 pupils 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, SMSC days).

  • Recognising and nurturing particular gifts and talents (Music Competitions, Swimming Competitions and Sports Matches)

  • Developing partnerships with outside agencies and individuals to extend pupil’s cultural awareness

  • Reinforcing the school’s cultural values through displays and photographs.

  • Extend partnerships with those from other cultural backgrounds

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