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8/12/2019 Curious Minds SMSC Presentation Warrington 11.02.14
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Good and outstandingSpiritual, Moral, Socialand Cultural development
Janet Palmer HMI (National Lead for PSHE
education)
Curious Minds conference, Warrington
11 February 2014
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Overall effectiveness This takes account of the four main judgements and
how the school promotes the pupilsspiritual,
moral, soc ial and cultural (SMSC) development. There is no longer a separate grade for SMSC but it
appears in each grade descriptor for overalleffectiveness
Not about provision but outcomes (pupilsSMSCdevelopment)
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Spiritual Pupils are reflective about beliefs,
values and more profound aspects ofhuman experience, using theirimagination and creativity, anddeveloping curiosity in their learning
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Spiritualsomething to think about
Does compulsory collective worship evidencespiritual developmentis it pupil led?
Do pupils understand and respect a range of world
views, including humanism? Does the curriculum/schooling enable pupils to
experience awe and wonder; transcendence; thetinglefactor?
Are pupils developing their own philosophy for lifethrough debate, discussion and knowledge?
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Spiritualthe arts pupils deep reflection on their personal identity and
experiences
pupils expressive use of ideas and imagination
pupils sense of enjoyment and fascination
pupils confidence to experiment creatively, for example withcolour symbolism
pupils depth of understanding about religious images andartefacts
pupils consideredrepresentation of spirituality in their own
work
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MoralPupils are able to develop and
apply an understanding ofright and wrong in theirschool life and life outsideschool
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Moral Do pupils ever use hurtful, discriminatory language
(Stonewall report 2012 found that 99% of pupilsheardgay usedas a derogatory term on a regularbasis)
What opportunities are there in the curriculum andbeyond to help pupils develop their own moralcompass?
Apart from RE, PSHE and citizenship where else in
the curriculum to do pupils debate and exploremoral issues?
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Moralthe arts pupils explorationof the artistsrole as commentator, for
example war artists
pupils understanding of moral issues in design, for exampleharmful adverts
pupils thinking about morality in the art world, for examplefaking/graffiti
pupils ability to read and interpret the meaning of work withmoral dimension
pupils consideredrepresentation of moral issues, for example
conflict pupils knowledge of images and artefacts that contain moral
messages
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Pupils take part in a range
of activities requiring socialskills in different contexts
Social
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SocialHowever . How well is pupilsengagement in extra-curricular
social activities monitored and analysed?
Can you ensure this is an entitlement for all?
Do you know which individuals or groups are notaccessing wider activities and why?
What are you doing about it (pupil premium?)
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Socialthe arts pupils successin working collaboratively to combine their skills
pupils respectfor differing views about a piece of art, craft ordesign
pupils organisationin taking account of the practical needs of
others pupils ability to show leadership, for example by demonstrating
pupils explorationof social functions, for example community-based work
pupils awareness of the subjectsimpact on society, for example
fashion and celebrity
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Cultural Does the school celebrate diversity or see it
as a problem?
Does everyone feel included?
Whatson the walls? Do displays reflectdiversity of faith, ability and disability,
family composition and sexual orientation?
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Cultural Do inner-city multi-ethnic schools ensure pupils haveopportunities to visit the countryside and the coast ?
Do pupils meet people from backgrounds different
from their own e.g. through schoollinking wherepupils actually work on projects together; hearing anasylum seeker or homeless person tell their story?
Just looking at the food and celebrations of a culturecan be superficial (being British is about more thancelebrating Christmas and eating roast beef!)
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Where SMSC is good or better .
Children with higher levels of emotional,behavioural, social and school well-being onaverage have higher levels of academicachievement and are more engaged in school,both concurrently and in later years.
The impact of pupil behaviour and wellbeing on educationaloutcomes, Department for Education, 2012;www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RB253.
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Thank you