curious minds smsc presentation warrington 11.02.14

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

curious minds smsc presentation warrington 11.02.14

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