Bradford Grammar School
Spiritual, Moral, Social and Cultural Policy
This policy applies to the whole school and is published to parents, students and
staff. Issued 01 September 2015
1.
The Spiritual, Moral, Social and Cultural provision at Bradford Grammar School
enables pupils to develop their self-knowledge, self-esteem and self-confidence
through:
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The Spiritual, Moral, Social and Cultural provision at Bradford Grammar School
enables pupils to distinguish right from wrong and to respect the civil and
criminal law through:
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3.
Celebration Assemblies on a Monday morning (celebrating pupil and community
achievements) and Thursday assemblies often led by students
Student Voice (regular student council meetings in dialogue with staff and the
SLT)
the Sixth Form mentor scheme (supporting younger pupils)
the Personal Development programme providing opportunities to develop health
education (including areas of personal esteem) and moral education (a study of
ethics and moral issues)
co-curricular programme which, in addition to opportunities provided through
sports / dramatic productions and music concerts and performances, provides a
wide range of activities that enhances and develops self-knowledge, esteem and
confidence: for example, Debating Society, Philosophical Society, World
Challenge, Barnardo’s Volunteering, Duke of Edinburgh, Model United Nations
competitions
The Religious Studies curriculum from Year 7 upwards uses a philosophically
based pedagogy to explore religious traditions through the exploration of a
variety of world-views.
the Personal Development programme (this provides an opportunity to study a
wide range of moral issues relating to civil and criminal law i.e. the consumption
of intoxicants and illegal drugs; discrimination; voting rights and human rights;
Internet safety and the Law).
GCSE and A Level Religious Studies students explore a variety of moral issues
relating them to religious teachings and the Law (i.e. abortion, euthanasia,
genetic engineering and medical ethics, discrimination, business and
environmental ethics and animal rights).
The Spiritual, Moral, Social and Cultural provision at Bradford Grammar School
enables pupils to accept responsibility for their behaviour, show initiative and
understand how they can contribute positively to the lives of those living and
working in the locality in which the school is situated and so society more
widely through:
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4.
The Spiritual, Moral, Social and Cultural provision at Bradford Grammar School
promotes a broad general knowledge of public institutions and services in
England through:
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5.
Student Voice and the Sixth Form mentoring scheme (both enable pupils to
develop their awareness of the importance of promoting responsible behaviour in
and out of school)
Barnardo’s volunteers in school are given the opportunity to work with and
support local young carers
the Chellow Heights Special School weekly visits, which give Year 7 pupils the
opportunity to work and play with children with disabilities
the Duke of Edinburgh programme which involves a ‘service’ element in its
Award scheme, encouraging pupils to volunteer in the community
Thursday assemblies have explored student volunteering in the community (e.g.
a Year 10 pupil presenting with a staff worker from Leonard Cheshire Disability,
December 2014)
the ‘Faiths in the City’ event brings local faith community leaders into school to
work with our Year 9 students – the workshops provide the opportunity for
collaboration, experiential opportunities and performance
the Religious Studies curriculum throughout the Senior School (and as a core
subject in Years 7-9) encourages students to learn about different perspectives
and understandings of rights, responsibilities and duties within religious (and
non-religious) traditions. Students also learn about the work of religious
organisations within the community (e.g. the role and importance of the Sikh
Langar, emphasising the feeding of the needy, vulnerable and homeless).
the Personal Development programme provides the opportunity for students to
learn about Parliament, voting, the role of the Police Force, the National Health
Service, the Law, Law Courts and punishments and the Department for Work
and Pensions (including Welfare)
the GCSE and A Level Religious Studies courses provide the opportunity to
explore public institutions and the Law, particularly with regard to ethical issues
such as abortion, euthanasia, war, animal welfare, discrimination, the
environment, business, health and medical ethics
Sixth Form General Studies talks also provide the opportunity for students to
learn about public institutions (i.e. the Military, the Prison Service and UK Law)
the 2014-18 Services of Remembrance provide the opportunity for students to
commemorate and reflect upon the sacrifice of life given by the military in
present and past conflicts, and in particular remembering the lives of Old
Bradfordians lost in the First World War (as well as a reminder of the armed
forces and their service to their country).
The Spiritual, Moral, Social and Cultural provision at Bradford Grammar School
assists pupils to acquire an appreciation and respect for their own and other
cultures in a way that promotes tolerance and harmony between different
cultural traditions through:
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6.
The Religious Studies curriculum in the Senior School. Throughout the Religious
Studies curriculum, a philosophical approach allows the study of religious (and
non-religious) world views. Students are encouraged to explore their own worldview in relation to others (see “The SMSC provision and Religious Studies”
below)
the ‘Faiths in the City’ event (for all Year 9 students) is an opportunity for
students to learn about the variety of religions and cultures in Bradford (and
Yorkshire) as well as work with faith leaders and to collaborate in producing
presentations and performances (the students also present their experiences of
the day to the whole school in an assembly so that the whole school community
is included in this event)
the Personal Development programme includes citizenship material promoting a
knowledge of British culture and traditions (i.e. the importance of the vote and
voting; an understanding of criminal and civil law as well as human rights)
the Barnardo’s volunteers programme
the Sixth Form General Studies talks (e.g. John Levy from the ‘Friends of Israel’
gave a talk about conflict in the Middle East, December 2014)
Thursday morning assemblies have provided the opportunity for local faith
leaders and other speakers to address the school (i.e. Kala Sangam explaining
and performing a dance from the Hindu tradition; Rudi Leavor delivering
assemblies on Hanukkah and Passover; a presentation from the Junior Chamber
of Commerce about the charity appeal to help young and vulnerable people in
Bradford through the Secret Santa appeal)
Friday morning assemblies provide opportunities for religious worship in the
Price Hall (a Christian act of worship including a hymn and Bible reading as well
as a homily and a time for reflection and prayer). The Islamic and Sikh & Hindu
Societies also meet each Friday morning to discuss issues relating to their own
religions (Sixth Form students are free to choose which meeting they wish to
attend).
The Spiritual, Moral, Social and Cultural provision at Bradford Grammar School
encourages pupils to respect the fundamental British values of democracy, the
rule of law, individual liberty and mutual respect, and tolerance of those with
different faiths and beliefs (and precludes the promotion of partisan political
views) through:
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an understanding as how citizens can influence decision-making through the
democratic process
an appreciation that living under the rule of law protects individual citizens and is
essential for their well-being and safety
an understanding that bodies such as the Police and the Army can be held to
account to the people through the democratic process of government
an understanding that the freedom to hold other faiths and beliefs is protected in
law, and an acceptance that other people having different faiths or beliefs to
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oneself (or having none) should not be the cause of prejudicial or discriminatory
behaviour
some understanding of the problems of identifying and combating discrimination
(based on protected characteristics as listed in the Equality Act 2010).
The areas identified above are delivered through the Personal Development programme, the
Religious Studies curriculum, Model United Nations debating competitions, Student Voice,
Sixth Form General Studies talks and the Thursday and Friday assembly programmes as
well as the Debating and Philosophical Societies.
7.
The Spiritual, Moral, Social and Cultural provision at Bradford Grammar School
enables pupils to engage with political issues which are brought to the attention
of pupils (and they are offered a balanced presentation of opposing views)
through:
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The Religious Studies curriculum
talks from visiting local politicians organised by the Politics Department (e.g.
George Galloway May 2013, Philip Davies October 2013; a BGS Question Time
with local politicians and a journalist (including two MPs for Bradford West and
MP for Shipley) in May 2014; a Civitas European Union debate in October 2014
(part of the Sixth Form General Studies talks programme)
recent talks led by leaders of the Islamic Society regarding the Israel - Palestine
conflict, a visit from a speaker from Friends of Israel (December 2014) who
addressed the Sixth Form in General Studies; a talk to Year 11 by Ameena
Blake, secretary to the Muslim Association of Britain (December 2014).
Spiritual, Moral, Social and Cultural Developments of Pupils within the Religious
Studies Curriculum.
Spiritual development:
‘…the school is expected to ensure that it plans and provides effectively in order to develop
pupils’ spiritual, moral, social and cultural awareness. Subject areas such as PSHE and RE
may make strong contributions, but work within all other subject areas may also contribute.’
ISI Handbook for the Inspection of Schools 2009.
Religious Studies in Years 7-9
The Religious Studies curriculum has at its heart the spiritual development of pupils. The
core Religious Studies curriculum (for Years 7-9) entitled ‘Being and Becoming’ (introduced
in September 2010) has at its heart the distinctive study of the nature of religion and
spirituality.
‘Being’ refers to where students are at present - students will have the
opportunity to clarify and refine their own ‘Being’ or spiritual commitments through the study
of religion and spirituality. It is also an opportunity for the students to explore their own
‘Being’ or world view.
‘Becoming’ is another essential element of a world view. Thus, the course looks at faith as
an essential ingredient to human life as a way for students to learn about and from other
world views (faiths) as well as recognise their own faith (or trust in their own world view) as a
fundamental dynamic and dimension to their own existence. Being and Becoming allows
students to work through key areas of religious thought from a basis of understanding of how
others have come to an understanding of their faith (resolving obstacles to faith) and as a
way for students to face their own obstacles (or areas of uncertainty and doubt within
themselves) as a way to come to a faith understanding of ‘self’ that is open, informed and
considered.
Being and Becoming focuses on a variety of key questions relating to the beliefs and
teachings of Christianity, Judaism, Islam, Sikhism, Hinduism and Buddhism with ranging
from the study of religious figures (such as Abraham and Jacob) to theological and
philosophical issues and problems (such as the nature of God and the problem of suffering).
Students also explore secular, humanist and postmodern world views, and are provided with
a vocabulary booklet that will accompany each of the lessons explaining key words /
religious terms. This vocabulary booklet will be used by the student as a way to prepare for
internal exams and on-going assessment tasks. The course incorporates material from art,
music, poetry and science (particularly cosmology and the atheist approach of Professor
Richard Dawkins). Being and Becoming is foundational to journeys of ‘transformation’ and
‘discovery’ and so students begin from Year 7 with this model and continue on their journey
through Years 8 and 9 and into Years 10, 11 and the Sixth Form with this pedagogical
model.
In Year 9, the annual ‘Faiths in the City’ day allows Year 9 students to engage and
collaborate with local faith leaders in a series of workshops.
Years 10 & 11: Philosophy and Ethics of Religion GCSE course
This GCSE course includes an annual Whitby retreat and revision weekend visit to Sneaton
Castle, Whitby, staying next door to the Sisters of the Order of the Holy Paraclete who give
talks to pupils about their community (also including a tour of their Priory Church).
Years 12&13: Philosophy and Ethics of Religion A Level
Religious Studies A Level Students have attended events and conferences organised by Dr
Peter Vardy (and Candle Conferences) – these have been of great benefit to students as a
way to progress their knowledge and understanding of moral philosophy through lectures,
debates and dialogue with students from other schools (attending the Religious Ethics
Conference in Manchester February 2015).
Co-curricular spiritual development opportunities in Religious Studies:
Manningham Youth Talks (MYT) and Challenge College Links Days are led by Mr Mike de
Villiers (retired RS teacher) in collaboration with BGS. MYT is a forum for local students to
meet together and present and discuss ideas relevant to them in the community (and in
wider society).
The Philosophical Society meets weekly on Thursday lunchtimes, providing the opportunity
for students to engage in intellectual debate (and lead presentations and discussions)
regarding a variety of philosophical issues.
The Model United Nations Competition is an annual inter-school competition organised in
collaboration with local schools. Staff and students engage in competitive discussion and
debate based on the General Assembly of the United Nations (e.g. the most recent
competition in November 2014 debated new measures to eliminate drug smuggling and the
consumption of narcotic drugs).
Citizenship Links and the Religious Studies Curriculum
The National Curriculum for England in its Programme for Key Stage 3 Citizenship requires
that ‘teaching should ensure that knowledge about becoming informed citizens are acquired
and applied when developing skills of enquiry and communication and participation and
responsible action.’
At BGS, ‘Being and Becoming’ contributes to the following elements of the Citizenship
Curriculum:
Knowledge and Understanding about becoming informed citizens. Pupils should be taught
about:
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the diversity of....religious and ethnic identities in the United Kingdom and the need for
mutual respect and understanding
the importance of resolving conflict fairly
the world as a global community...
Developing skills of enquiry and communication. Pupils should be taught to:
a.
b.
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think about topical, spiritual, moral, social and cultural issues, problems and events by
analysing information and its sources, including ICT-based resources.
justify orally and in writing a personal opinion about such issues, problems or events
contribute to group and exploratory class discussions...
Developing skills of participation and responsible action. Pupils should be taught to:
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use their imagination to consider other people’s experiences and be able to think
about, express and explain views that are not their own.
The Global Dimension and the Religious Studies Curriculum
‘Being and Becoming’ in its exploration of world views (incorporating religious, spiritual,
philosophical, moral and scientific perspectives) engages with the ways in which individuals
relate to others, to their environment and to the cosmos.
It has at its heart, therefore, the recognition that people’s beliefs (their world views) do not
exist in the abstract, they are clearly rooted in, and relate to, a wider social and cultural
context. Being and Becoming therefore, has a significant global dimension which relates to
the eight key concepts of values and perceptions, interdependence, diversity, social justice,
human rights, conflict resolution, sustainable development and global citizenship which
underpin the idea of the global dimension to the curriculum as outlined in the document,
‘Developing The Global Dimension in the School Curriculum’ (The British Council,
Development Education Association et al; 2005).
‘Being and Becoming’ contributes to students’ emotional literacy and critical thinking skills.
The strategies employed in the course further the development of what Howard Gardner has
termed the ‘Five Minds For the Future’ which are the Disciplinary, Synthesising, Creative,
Respectful and Ethical minds.
The Global Dimension to the Religious Studies Curriculum is further explored and enhanced
through the study of Philosophy and Religious Ethics at GCSE and A Level.