SMSC (Spiritual, Moral, Social & Cultural development)

All curriculum areas contribute to our student’s spiritual, moral , social and cultural development.

We recognise that the development of pupils, spiritually, morally, socially and culturally plays a significant part in their ability to learn and achieve enabling them to access the world they live in.  At The Sholing Technology College, we therefore deliver an education that provides children with opportunities to explore and develop their own values, whilst recognising those of others.  Beliefs, spiritual awareness, high standards of personal behaviour including a positive caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures are all critical skills and dispositions that we nurture, encourage and develop through our whole curriculum and beyond.

All curriculum areas have a contribution to a child’s spiritual, moral, social and cultural development and opportunities for this will be planned in each area of the curriculum.  Students should learn to differentiate between right and wrong in as far as their actions affect other people. They are encouraged to value themselves and others.

Our Aims:

We aim to ensure:

  • That everyone connected with the school in anyway is aware of our values and principles.

  • A consistent approach to the delivery of SMSC issues through the curriculum and the wider life of the school.

  • That a child's education is set within the context that is meaningful and appropriate to their age, aptitude and background.

  • That children have a good understanding of their rights and responsibilities.

  • That we promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

Spiritual Development

  • Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.

  • Sense of enjoyment and fascination in learning about themselves, others and the world around them.

  • Use of imagination and creativity in their learning.

  • Willingness to reflect on their experiences.

Moral Development

  • Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England.

  • Understanding of the consequences of their behaviour and actions.

  • Interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

Social Development

  • Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds.

  • Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.

  • Acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Cultural Development

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others.

  • Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain.

  • Knowledge of Britain’s democratic parliamentary system and its central role in shaping out history and values and in continuing to develop Britain.

  • Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.

  • Interest in exploring improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate

    diversity, as shown by their tolerance and attitudes towards different religious, ethnic and social economic groups in the local, national and global communities.

Practical activities to develop SMSC include:

  • Involvement in Student Council

  • Working together in different groupings and situations

  • Taking responsibility

  • Encouraging teamwork

  • Showing appreciation of the performances of other children regardless of ability

  • Hearing music from different composers, cultures and genres

  • Meeting people from different cultures and countries

  • Participation in a variety of different educational visits

  • Participation in live performances

  • Use of assembly themes to explore important aspects of our heritage and other cultures

  • Studying literature and art from different cultures supported by visits from writers and artists and participating in workshops

  • Opportunities to make and evaluate food from other countries

Links with the wider community

  • The school will support the work of a variety of charities who are both local and international.

  • The development of a strong home-school agreement is regarded as very important, enabling parents and teachers to work in an effective partnership to support the children

  • Children will be taught to appreciate and take responsibility for their local environment

  • Liaison with other schools to support the curriculum e.g. PE, Performance, Art

Monitoring and evaluation

  • Provision for SMSC is monitored and reviewed on a regular basis. 


Assembly rota

SMSC Audit