OUTSTANDING SMSC
and how to demonstrate it
SMSC
What’s that then ?
•
•
•
•
Spiritual
Moral
Social
Cultural Education
Misconceptions
• Understanding what SMSC is (or isn’t)
• Spiritual is not the same as Religious
Education
• Moral is not the same as knowing what is right
and what is wrong
• Social is not the same as good behaviour
• Cultural is not the same as playing sport, going
to the theatre and visiting an art gallery
Spiritual Education
Spiritual Development
• *Spirituality is like a bird: if you hold it too
tightly, it chokes: if you hold it too loosely, it
flies away. Fundamental to spirituality is the
absence of force.
•
Rabbi Hugo Grynn
Spiritual development
• Non material element of a human being
• The development of a sense of identity, self worth, personal insight
meaning and purpose.
• Ofsted definition is where pupils ‘are reflective about beliefs, values and
the more profound aspects of human experience, using their imagination
creatively and developing curiosity in their learning.
Wonder!
What spiritual development could be
•
•
•
•
•
•
•
•
•
•
•
A set of values and beliefs, which may or may not be religious, which inform their
perspective on life and patterns of behaviour
A readiness to challenge all that would constrain the human spirit e.g. poverty of
aspiration, lack of self confidence.
Awareness and understanding of beliefs
A respect for themselves and others
A sense of empathy, concern and compassion
An ability to show courage and persistence
an appreciation of the intangible
A respect for insight as well as for knowledge
An expressive and/or creative impulse
An ability to think in terms of the ‘whole’ e.g. concepts such as harmony, scale,
perspective
An understanding of feelings and emotions, and their likely impact
Moral Education
*
Moral Development
The essence of moral development is to build a
framework of values which regulate personal
behaviour through principles rather than
through fear of punishment or reward.
Subsidiary guidance to inspectors
• Pupil’s ability to recognise the difference between
right and wrong and their readiness to apply their
understanding in their own lives.
• Pupil’s understanding of the consequences of their
actions
• Pupil’s interest in investigating and offering reasoned
views about moral and ethical issues
What Moral development could look like
•
•
•
•
•
•
•
•
•
An ability to distinguish right from wrong based on a knowledge of moral codes of their own
and other cultures
a confidence to act consistently in accordance with their own principles.
A commitment to personal values in areas which are considered right by some and wrong by
others
An ability to think through the consequences of their own and other’s actions
An ability to make responsible and reasoned judgements on moral dilemmas
A considerate style of life
A respect for others’ needs, interests and feelings as well as their own
A desire to explore their own and others’ views
An understanding of the need to review and reassess their values, codes and principles in the
light experience
Social Education
• *
Social Development
• *
Social Development (Ofsted 2013)
• Ofsted take a broad view and propose that when pupils take
part in a range of activities requiring social skills it may be
found in their:
• Use of a range of social skills in different contexts, including
working and socialising with pupils from different religions,
ethnic and socio-economic backgrounds
• Willingness to participate in a variety of social settings,
cooperating well with others to resolve conflicts effectively
• Interest in, and understanding of, the way communities and
societies function at a variety of levels.
Characteristics of Social Development
(Ofsted 2004)
When pupils
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Adjust to a range of social contexts by appropriate and sensitive behaviour
Relate well to other people’s social skills and personal qualities
Work successfully as a member of a group or team
Challenge, when necessary and in appropriate ways, the values of a group or wider community
Share views and opinions with others, and work towards consensus
Resolve conflicts and counter forces which militate against inclusion and unity
Reflect on their own contribution to society and to the world of work
Show respect for people, living things, property and environment
Benefit from advice offered by those in authority or counselling roles
Exercise responsibility
Appreciate the rights and responsibilities of individuals in the wider social setting
Understand how societies function and are organised in structures such as family, the school and local and
wider communities
Participate in activities relevant to the community
Understand the notion of independence in an increasingly complex society
Cultural Education
Cultural Development
• Culture which is the study of perfection, leads
us … to conceive of true human perfection as
a harmonious perfection , developing all sides
of our humanity; and as a general perfection
developing all parts of our society.
•
Matthew Arnold (1869)
Promoting pupil’s cultural development
This is the broadest of the four elements of
SMSC for it encompasses
An understanding of the pupil’s own culture
and an appreciation of others
Its breadth is captured in the DCSF ( Dept for
Children, Schools and Families.2003)
publication aimed at independent schools.
DCSF statement “Cultural development….
Is helping pupils to develop an understanding of their own
culture and other cultures in their town, region and in the
country as a whole. It is about understanding the cultures
represented in Europe and elsewhere in the world. It is about
understanding and feeling comfortable in a variety of cultures
and being able to operate in the emerging world culture of
shared experiences provided by television, art, music, theatre
travel and the internet. It is about understanding that cultures
are coping with change. Promoting pupils’ cultural
development is intimately linked with the schools’ attempts to
value cultural diversity and prevent racism.”
Underlying aim of SMSC is to serve the health of society by
preparing pupils to live in a multicultural and diverse Britain
• Some key terms from SMSC document
• Appreciation .. the value of something or someone
• Respect…treating something or someone with esteem and regard
• Culture.. Customs, traditions, dress, food etc. that are shared by a
community * while culture is different from faith the two are interlinked
and influence each other* There can be different faiths within one culture
and different cultures within one faith
• Tolerance… about understanding and respecting other people’s rights to
their own values whether we agree with them or not
• Harmony … peace and agreement, which have significant and positive
impact on relationships
Characteristics of Cultural development are
when pupils…
(Ofsted 2012)
•
•
•
•
•
•
Develop awareness of and respect for diversity in relation to, for example, gender,
race, religion and belief, culture, sexual orientation and disability.
Gain a well informed understanding of the options and challenges facing them as
they move through school and on to the next stage of their education and training
Develop an appreciation of theatre, music, art and literature
Develop the skills and attitudes to enable them to participate fully and positively in
democratic Britain
Respond positively to a range of artistic, sporting and other cultural opportunities
Understand and appreciate the range of different cultures within school and
further afield as an essential element of their preparation for life
UK Today
• UK society is becoming increasingly diverse
• Inward migration and key events around the world have
brought new waves of settlers
• Children today are therefore increasingly likely to come into
contact with people from different cultures and faiths
• It is important that pupils are prepared. They may not
encounter different cultures at home or even at school so
teachers must ensure pupils are equipped to engage with
cultural diversity
Ofsted (2013) subsidiary guidance
• Cultural development is shown by pupils’
interest in exploring, understanding of and
respect for cultural diversity, as shown by their
attitudes towards different religious, ethnic
and socio- economic groups in local national
and global communities
So what’s next?
Simple, development action plan and
Audit
•
•
•
•
Your turn
What do we already do?
How can we improve on what we do?
What practical things can we do to promote
each area of SMSC and evidence it?