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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
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OUTSTANDING SMSC and how to demonstrate it
SMSCWhat’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 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.
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 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 (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 SocialDevelopment(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 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
Simple, development action plan andAudit • 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?
