St. Edward s Church of England Academy Westwood Road, Leek, ST13 8DN Telephone:

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1 St. Edward s Church of England Academy Westwood Road, Leek, ST13 8DN Telephone: Spiritual, Moral, Social and Cultural Policy

2 Statement of Principle The Academy provides a curriculum which: (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and (b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life. (Section 78 Education Act 2002) Spiritual, moral, social and cultural development (SMSC) is closely interconnected as they relate to matters of self, others, beauty and beyond. We affirm that If the spiritual is properly and fully addressed, the moral, social and cultural will fall into place more easily (Alan Brown. National Society) We recognise that progress in all areas of SMSC depends on developing these spiritual areas within pupils: Spiritual Capacities: recognition that all human beings are capable of spiritual growth through capacities such as self-awareness, reflection, empathy, imagination and creativity Spiritual Experiences: ways in which pupils can encounter the spiritual dimension of life Spiritual Understanding: the need to have developed an understanding to make sense of the spiritual experiences encountered and capacities exercised Spiritual responses: how this experience and understanding impacts on our lives and shapes the way in which we live our lives At St. Edward s C.E. Academy the promotion of pupils spiritual, moral, social and cultural development lies at the heart of the curriculum, and is promoted through all the subjects of the curriculum, through the character of the school and its collective worship within a framework of positive attitudes and Christian values. We seek to offer an education, which is based on the belief that each individual is unique and valuable. The Principal, Governing Body and staff ensure that the spiritual, moral, social and cultural are affirmed in the Mission Statement of the school, as follows:- Following Christian principles based on the teachings of Jesus, where every person is loved and accepted by God, our vision is to prepare all our young people academically, physically, emotionally and spiritually, so they realise their God-given potential, becoming lifelong learners and effective contributors to our global community. Our Vision defines our Mission: to create a centre of creative learning excellence, with high standards and expectations, that promotes and celebrates achievement, participation and well-being. Aims and objectives To promote the pupils spiritual, moral, social and cultural development to enable them to thrive in a supportive, cohesive learning community To provide a Christian environment which will enable pupils to become aware of and reflect on their own experiences and those of others To discover meaning and value in these experiences while recognising that they may point to and reveal God To provide pupils with knowledge and insight into values and beliefs which enable them to reflect on their experiences in a way which develops the spiritual awareness and self-knowledge To develop skills and attitudes which promote respect for all and open-mindedness while recognizing the value and uniqueness of every individual Offer a broad, rich and exciting curriculum in a stimulating Christian environment that recognises and develops every person's potential, individual skills and talents Encourage self-confidence, independence of thought and self-motivation to prepare our young people for the challenges of the future Nurture and develop a team environment that encourages and supports all staff in their professional development, well-being and personal fulfilment

3 Continue to nurture and grow a learning community where our pupils, their families, staff and governors have a real sense of family and belonging Be a focal point at the heart of our local community, building strong and cohesive links with the wider community and the world at large Promote the values of respect, kindness, compassion, fairness, forgiveness, love, honesty and trust Learn for Life and be everything we can be To achieve these aims, the following areas of experience and understanding should be offered to pupils and fostered in them: Beliefs A developing understanding of how beliefs and commitment to them, contribute to personal identity. Particular reference should be made to the Christian faith A sense of awe and wonder. A continuing openness to and appreciation of the marvels of the created order, and of human achievement Feelings of transcendence. A recognition that some experiences point beyond the everyday towards God Search for meaning and purpose. A readiness to reflect on difficult questions and respond to the challenging experiences of life, including an awareness of the response offered by religious faith Self-knowledge. A growing self-awareness, self-acceptance and self-respect which recognises the importance and power of the physical, emotional, rational and spiritual aspects of personality Creativity. A continuing willingness to express inner thoughts and feelings through the creative arts, recognising the importance of imagination, intuition and inspiration, which can be a sharing in the greater creative process, through God s Spirit Feelings and Emotions. A growing awareness of the importance of emotions, which can appreciate beauty or respond to injustice, and which when rooted in love, lead to a real human maturity Relationships. A growing recognition and valuing of the worth of every individual thereby developing a sense of community and the ability to build up relationships, in the light of the saying of Jesus Love your neighbour as yourself Sense of right and wrong. A growing recognition that there are rules that govern behaviour by which some actions are classed as right and some as wrong. The two commandments Love God and love your neighbour as yourself are the norms for Christian behaviour Self-discipline. A developing awareness that moral behaviour comes as much from regulation from within as conforming to outside rules Making responsible decisions. A readiness to engage in open discussion to learn about moral issues so that there is regular involvement in the process of decision making Respect for persons, truth and property. A growing understanding that people hold different beliefs and objects dear to themselves and that a willingness to walk in their shoes leads to appreciation of the differences Repentance and forgiveness. A growing recognition of how people fail to keep to the accepted standards, so that either asking for or offering forgiveness is a necessary step towards restoring broken relationships The will to behave morally. A developing understanding that behaviour affects other people and it is necessary to make a deliberate choice to behave in a way which will be of benefit to others Knowledge of codes and conventions of conduct. A continuing recognition that societies lay down rules which reflect what is of value in the community and that these are used as guides for behaviour SPIRITUAL DEVELOPMENT Spirituality is a search for meaning and purpose in life through an awareness of inner feelings, beliefs and experiences. It relates to a dimension of life which is not necessarily experienced through the physical senses, but has much to do with feelings and emotions, attitudes and beliefs. The term spiritual need not be synonymous with religious. The spiritual boundaries in our school are determined by its Church status.

4 The spiritual dimension of life in the school is expressed by encouraging children to respond to ultimate questions and values, primarily in relation to the Christian faith. There are also opportunities to learn from other beliefs and philosophies. Pupils individual spiritual development is fostered throughout the curriculum, in particular Religious Education, with Collective Worship providing a regular context to explore spiritual experience from within the Christian faith in particular. The spiritual dimension links particularly to the areas of Collective Worship and Religious Education and the content of the relevant school policies. Spirituality is not necessarily experienced through the physical senses or through everyday language. It can be encouraged through many areas such as creativity, relationships, emotions, self-knowledge, meaning and purpose, transcendence, awe, mystery and wonder and beliefs. Spiritual aims To provide an approach to teaching which embodies clear Christian values and enables pupils to gain understanding through reflection on their own and other people s lives and beliefs To explore beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people s feelings and values To create a sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible To create an environment that encourages use of imagination and creativity within learning To provide opportunities to foster the spiritual development of each pupil, regardless of age, ability, gender or cultural background To foster a reverential attitude to the Divine and affirm the value of belief To foster reflection, meditation and stillness To recognise the existence of others as independent from themselves To question and explore the meaning, purpose and direction in life To deliver a curriculum where pupils ask big questions and teachers are confident to facilitate this To develop a sense of belonging through relationships and with the wider school community and Diocesan family The school promotes spiritual development by ; The school s climate, ethos, values, behaviour, attitudes and beliefs Promoting explicit Christian values clearly linked with Jesus teaching and the Bible The overall approach and response to the well-being of the whole school community Experiencing pride in being a member of the school community Offering opportunities in the curriculum where a spiritual vocabulary is developed, Strong sense of celebration showing the school is vibrant and alive and caring Creating a climate where pupils and staff understand their own self-worth and are willing to take risks and learn from failure Showing love and respect for all individuals and their families Reflective physical space where pupils and staff can stop, reflect and recharge An environment which values wholeness and affirmation and values all contributions in whatever form Fostering and showing fairness in all situations Being welcoming, a listener, a support and if necessary advisor Generating fun, happiness, curiosity - a zest for life and discovery Being kind and considerate - compassionate, understanding recognising and responding to hurt, grief and pain Strengthening Interpersonal relationship between staff, other adults and pupils Develop personal views, insights and commitments and apply insights gained with increasing degrees of perception to their own lives Emphasising the importance of friendships

5 Participating in collaborative group work Reflect on their experiences with increasing sensitivity Know that belief is valuable Appreciation of classroom and school displays which create a positive effect. Providing outdoor areas and experiences to enhance children s senses with opportunities to explore their sense of freedom and worth Nurture of gifts and talents of all, promoting participation in extra -curricular activities Recognising and responding to joy, new life and the miracles of the world Appreciation of arts, literature, music, drama, dance, crafts and design and technology Appreciation of the beauty of the environment, man-made structures/buildings, scientific wonders An exciting, challenging, altering, learning environment that reflects beauty, care, interest, nature and dedication. Encourage empathy with events in history and religious education Sharing the atmosphere associated with local events and festivals especially those in church In Collective Worship and Religious Education By providing opportunities for pupils to: Reflect on the lives and actions of significant people whose lives exemplify qualities which are universally valued Reflect upon aspects of human life and the natural world which raise questions of ultimate meaning and purpose Consider the beliefs of Christian and other religions Be given opportunities to discover the person and teaching of Jesus Christ To explore the Trinity God known through Father, Son and Holy Spirit, and realise that, for Christians, as relationship with Him is believed possible Consider and respect the viewpoints of other people Collective worship which is highly valued, with time for silent reflection embedded Opportunities for pupils to plan and lead collective worship Opportunities to reflect and act on what has been learnt within worship Create an appropriate atmosphere during collective worship both in church and in school Allow music to play an important part during worship Allow pupils to experience the celebration of the Eucharist MORAL DEVELOPMENT Moral development is concerned with students ability to make judgements about how they should behave and act and the reasons for such behaviour. It refers to their knowledge, understanding, values and attitudes in relation to what is right or wrong. Pupils learn to explore, understand and recognise Christian values, and know that they are underpinned by Biblical teaching. Moral development can give pupils a sense of right and wrong, of the impact their actions will have upon themselves and others, and the ability to stand by their decisions in the face of criticism, ridicule or opposition, or to change them in changing contexts. This can build high levels of self-confidence and determination. At times this will require acknowledging and working through challenging differences, as well as shared values, in the moral stances derived from different religious and non-religious views of the world. The Behaviour for Learning Policy and Anti-bullying Policy promote self-discipline, good manners and politeness and as such contribute to pupils moral development. The Academy s Sex and Relationship policy also links closely with this area.

6 Moral aims To foster Christian moral values such as honesty, fairness and respect for truth and justice To enable pupils to talk about their own attitudes and take responsibility for their own actions To set guide-lines to govern personal behaviour, based on explicit Christian values To teach the principles which distinguish right from wrong To allow individuals to understand the long and short-term consequences of their actions for themselves and others and to value restorative practices to resolve issues To develop the ability to apply insights to significant social, moral and political issues affecting individuals and communities Ways in which the school promotes moral development might include: Ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives Understanding of the consequences of their actions Interest in investigating, and offering reasoned views about, moral and ethical issues A clear moral code based on the Christian values of sacrificial love; repentance; forgiveness and truthfulness Space and time for thinking and reflection as an essential part of school life for all Collective Worship which is rooted in Christian values and regarded as vital to school pupils begin to explore the influence of family, friends, and the media on moral choices Collective Worship and the curriculum that provides pupils with opportunities to discuss and reflect on the moral aspects of spontaneous or topical issues. Work with parents, governors and all staff to ensure expectations of pupils behaviour Staff committed to high quality pastoral care of pupils who treat all pupils equally and promote the school s Christian values and restorative practices A culture rich in praise and thanksgiving A setting where relationships and interactions are modelled on Christian values Space for different perspectives and belief systems to be heard and where empathy is encouraged Visual displays of Christian values Opportunities for opening up the big questions concerning morality and ethical issues throughout the curriculum Communications which are open and truthful at all levels and where integrity is important Role models who are fair, respect everyone and keep promises Recognise that their values and attitudes may have to change over time Values/actions we wish to promote Respect Compassion Faith Truthfulness Honesty Love for one another equally, regardless of gender/race/culture Being considerate towards others Helping the less fortunate and needy Unselfishness Taking personal responsibility for one s actions Learning to accept the consequences following wrong actions Carrying out a task to the best of one s abilities Conscientiousness Loyalty

7 Values and actions we wish to discourage Lack of respect for others, self and the environment Bullying Cheating Dishonesty Selfishness Boasting Destruction of life or property Exploitation of others Peer pressure to induce wrongful actions/behaviour Deceit Cruelty Irresponsibility Greed Envy Inconsiderate behaviour SOCIAL DEVELOPMENT Social development refers to the abilities and qualities that pupils need to play a full and active part in society. It also relates to the growth of knowledge and understanding of society in all its aspects. Social development covers the development of the inter-personal skills necessary for successful relationships. Social development can give learners an understanding of their roles as members of an interactive and complex society and the ability to build and maintain sound relationships. It prompts and enables learners to work with others to make a difference in their local and wider communities. This can build a strong sense of responsibility. The quality of relationships is crucial in forming pupils attitudes to good social behaviour and selfdiscipline as exemplified through the school s Behaviour for Learning Policy. There are clear links between social development by all and the school s equal opportunities policy. Social aims To provide pupils with opportunities to develop a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds To allow pupils to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively To encourage pupils to relate positively to others, take responsibility, participate fully in the community, and develop an understanding of citizenship; To foster interest in, and understanding of, the way communities and societies function at a variety of levels To provide opportunities for pupils to take responsibility and initiative in many areas of school and community life. To develop pupils understanding the importance of core values and social ideals, including democracy, human rights, the rule of law, social justice, political and legal equality, tolerance, and a commitment to dialogue and understanding To value diversity and equality in society, including age, disability, ethnicity, religious or non-religious beliefs, sexual orientation and other characteristics To encounter challenging and unfamiliar contexts, such as residential and community based work, work-related learning and working with professionals and experts.

8 Ways in which the school promotes social development might include: Opportunities for talk about the variety of relationships within the school community and ways in which members can contribute to its well-being Opportunities for pupils to take responsibility for social duties, eg: corridor duty, taking registers to the office, leading sporting groups, taking care of younger pupils in the playground using the buddying system Opportunities are provided for pupils to work co-operatively in lessons or on projects where pupils may work collaboratively in pairs or groups Encourage pupils to be independent in their learning and to find the relevant resources required for a task Opportunities are provided for pupils to take part in games involving competition, discipline and fair play A clear understanding of the place of the church school within the wider Christian community - locally, nationally and globally, e.g. Diocesan links A relationship between the school and the parish which is positive and exemplifies Christian attitudes and values An ethos where rights and responsibilities are balanced carefully A sense of community and inclusion rooted in Christian values which are articulated clearly by all stakeholders Reflecting on the role and value of leadership, participation and volunteering Provide opportunities for pupils to participate fully in the community through eg: church events, local events, and school performances, Rotary Competitions and partnership with local groups and businesses Encouraging social rights and responsibilities through the provision of and involvement in groups such as school council Exploring new social horizons through visits and residentials Show respect for persons and property Show a growing understanding of how society works, through the family, school, local and wider community Involving pupils in fund raising and charity activities, clearly living out the Christian value of giving A centre for learning where everyone can flourish, regardless of their background Be competent in the skills for everyday living Listen to and see others points of view and put forward their own clearly and appropriately Make sensible choices in the light of available information/evidence Cope confidently with unfamiliar people or situations Learn from mistakes from social situations which have unforeseen consequences Take initiative and act responsibly as an individual, member of family, school or wider community CULTURAL DEVELOPMENT Cultural development refers to developing an understanding of one s own culture and of other cultures locally, regionally, nationally and internationally, and an understanding that cultures are not static. It concerns developing a sense of personal identity, whilst at the same time acquiring awareness, understanding and tolerance regarding the cultural traditions of others. It means learning to feel comfortable in a variety of cultures and being able to operate in the emerging world culture provided by television, travel and the internet. Promoting learners cultural development is linked with encouraging learners to value cultural diversity through, for instance, preventing racism. Cultural development goes beyond learning the norms and skills of a group of people; it also involves understanding cultural development and an appreciation of the inter-dependence of different cultures. Working together towards a society with a common vision and sense of belonging by all communities; a society in which the diversity of people s backgrounds and circumstances is appreciated and valued; a society in which similar life opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed.

9 Community cohesion work and policies and school linking partnerships are aspects of cultural development as are opportunities to explore the worldwide church and the international aspects of world faith. The provision for pupils cultural development is based on enriching pupils knowledge and experience of their own and other cultural traditions, through the curriculum and through visits, and other activities. Cultural aims To encourage pupils to appreciate their own cultural traditions and appreciate the diversity and richness of other cultures. To offer an authentic and real representations of cultures throughout the curriculum, without stereotyping To enable pupils to understand cultural diversity by bringing them into contact with attitudes, values and traditions of other cultures, including religious and non-religious ones To encourage an historical perspective by relating contemporary values to the processes and events that have shaped them To enable learners to understand the evolutionary nature of culture and the processes and potential for change To understand the importance of the arts and creativity in human life and the heights of human achievement To reflect on the role of performance for building self-confidence and identity through, for instance, dance and drama, choirs, orchestras, public speaking, and sports. Ways in which the school promotes cultural development might include: Pupils exploring and experiencing their cultural heritage and participating in cultural activities Developing and understanding and appreciation of cultures other than their own Enjoying and appreciation of creative achievements in their own and others cultures Talk about their own interests and achievements and share in the interests of others Provide opportunities for all in the community to recognise what it feels like to be an outsider and to acknowledge that everyone feels outside at some stage in their life An environment where openness and respect shine through every interaction within and beyond the school community Opportunities for pupils to explore their Christian cultural heritage - particularly through visits to the local church Displays around the school showing examples of the range of different cultural influences on the Christian tradition, including artwork produced by pupils Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities Hospitality, openness and a willingness to learn from one another, including welcoming the stranger Opportunities for cultural exploration may include: School partnerships Modern foreign languages Traditions and Rituals - religious or otherwise National Emblems Means of government e.g. democracy Food dishes/ingredients often associated with festivals Types of music and dance which enhance different cultures Sporting traditions, celebrations and festivals Drama/Theatre and traditional stories from other cultures Art

10 Assessment Individual assessment of pupils spiritual, moral, social and cultural development is not required, but the opportunities offered at this school should be such as to enable all pupils to progress in their SMSC journey, and staff should be aware of individuals where emotional or prejudicial issues prevent progress towards our aims; creating strategies to counter negative attitudes A SPIRITUAL CURRICULUM AREA PUPILS SHOULD HAVE THE OPPORTUNITY TO LOCATION/RESPONSIBILITY EVIDENCE Beliefs Develop personal beliefs, including religious beliefs Appreciate that beliefs influence personal identity and lifestyle Awe, wonder, mystery Be inspired by the natural world and human achievement Experience ambiguity and openness Transcendence Experience feelings which may give rise to belief in a divine being Discover inner resources for dealing with everyday experiences Experience stillness and reflection RE Collective worship RE All subjects esp. Maths, Geography, Science RE Form Time All lessons Curriculum planning Worship record Pupil voice Pupils voice Books Curriculum planning Worship record Pupils voice Display Meaning and purpose Ask questions about the meaning of life Reflect on the origins of life and evolution Respond to challenging experiences in life Discuss matters of personal concern RE, Science Form time Clubs and residential Learning mentors P4C Pupils voice Workbooks Pupils records Self knowledge Increase their awareness of their own thoughts, feelings, emotions, responsibilities, experiences Grow in understanding of personal identity and worth Develop self-respect Relationships Recognise and value the worth of each individual Develop a sense of community Build relationships with others Leaning support centre PSHE, RE, Science Form time Collective worship Form time All lessons Collective worship Pupils voice Pupils work Curriculum planning

11 Creativity Express innermost thoughts and beliefs Exercise imagination Emotions Experience emotions when encountering beauty, suffering, injustice Develop the ability to control emotions and use them as a source of growth A MORAL CURRICULUM PSHE English, Poetry and creative writing Creative Studies RE RE, History, English PSHE Collective worship Work evidence Displays Planning Pupils voice Collective worship record AM booklets AREA PUPILS SHOULD HAVE THE OPPORTUNITY TO LOCATION/RESPONSIBILITY EVIDENCE Principles Develop concepts of right and wrong Consider the connection between principles and moral behaviour Develop a set of personal principles which inform their own behaviour Consider how their actions affect others Codes Investigate the codes and conventions of conduct agreed by society Explore the variety of sources of personal morality - beliefs and values of individuals, social, cultural and religious groups Collective worship PSHE Form tutor time Year assemblies Maths PSHE, History Geography Lesson planning Pupils voice Maths books Displays Work evidence Making Judgements Question the codes and conventions of society Recognise the boundaries of value systems Develop the ability to make their own responsible and reasoned judgements Recognise the need to make personal decisions in areas which are considered right by some and wrong by others Discover the need to review and re-assess their values, codes and principles in the light of experience Exercise responsibility in moral behaviour Ethics, genetic engineering, organ donation, cloning Global evaluation on climate change RE History/Geography PSHE Form tutor times RE Science Maths Curriculum planning Work evidence Displays School Council Lessons Books

12 A SOCIAL CURRICULUM AREA PUPILS SHOULD HAVE THE OPPORTUNITY TO LOCATION/RESPONSIBILITY EVIDENCE Community Explore the rewards and responsibilities of living in a community Become involved in community projects Operate within a number of different roles within the community Share in times of celebration and sadness Acknowledge the importance of others in the community Be valued in the community Responsibility Develop leadership skills Exercise responsibility for their own actions Set personal targets Take initiatives Take responsibility for others Relationships Practise skills of communication Work as part of a group/team Develop healthy relationships with adults and peers Develop negotiation skills Listen to the views of others Explore relationships in the wider community Society Investigate social organisations and structures Consider the importance of rules for the common good Consider and address the causes of disadvantage in society Appreciate the range of knowledge and skills needed for living in society Ethics Collective Worship Charity work varied staff involvement School Council Form time Maths competition Subject teachers PE specifically Behaviour Policy Pupils Form teachers Science English All lessons/ all staff Form time Clubs and societies PSHE History /geography Collective worship RE All subjects Maths data Collective worship rota School Council records Buddying interviews Pupils target discussion fo Buddy system Lab safety rules Pupil Voice Lesson observations Learning walks School Council Curriculum planning Pupil Voice Books

13 A CULTURAL CURRICULUM AREA PUPILS SHOULD HAVE THE OPPORTUNITY TO LOCATION/RESPONSIBILITY EVIDENCE Beliefs and values Discuss values which operate in society Talk about what is important to them Share in what is important to others Develop a sense of cultural identity Theories through the ages PSHE/form time Collective worship Science Lesson plans Collective worship record Customs Consider the importance of symbol and language in respect of cultural values Understand and experience traditional customs and festivals Celebrate achievements in school and beyond Knowledge/ understanding Extend their knowledge and understanding of their own cultural inheritance Islamic patterns History of Maths Euler, Fibonacci, Escher, Pascal s triangle, Pythagoras Explore cultures other than their own Become involved in the wider community Appreciate the interdependence of cultures Investigate the impact of one area of achievement on another Importance of scientific discoveries Skills Develop their ability to communicate in a variety of media Participate in a range of cultural activities Extend their range of leisure interests Appreciate and respond to the range of human achievement (art, economics, literature, music, politics, religion, science, technology). RE/History/PSHE Maths Assembly /newsletter /blog History/Geography/PSHE Creative Studies Music Rotary work Church worship Origins of the history of Maths And evolution of ideas Computing, English Clubs and Activities, PSHE, History, Creative Studies, Music, English, Science Planning Display Books Collective worship Blog Newsletter Lesson Plans Display Newspaper Blog Lesson Plans Planning Display Pupil Voice PE audit

14 Spiritual, Moral, Social, Cultural across the Curriculum History English. Languages Dance and Drama Science Economics and Geography Concepts such as church, Christendom, crusade, Reformation, monasticism, missionary Literature faces pupils with fundamental questions of life and death and assists with the enrichment of personality and the imagination. A study of languages and cultures contributes to pupils understanding and values, beliefs and attitudes by offering insights into and points of comparison with the ways in which other peoples have interpreted the world around them. Human attempts to explain the universe. Explore complexities of human relationships: conflict, tension, love, hate. Explore ways in which scientific discovery and technological development cause moral problems/dilemmas - genetic engineering, pollution, atomic power etc. ethics, environments, theories, safety, resources, health (Food/fitness) sexual health, famous scientists, discoveries. Awe and wonderment Moral issues connected with economically developed and developing countries; aid, famine, birth control etc. Technology Group projects (design/make) can encourage effective teamwork - negotiating, persuading, understanding others viewpoints, taking a variety of roles. Physical Education The discipline of rules for the common good can be engendered through teams and Mathematics Significance of number and its application in all facets of society; numerical and mathematical ideas as means of communication; social contexts where numerical competency is necessary, even a survival skill, ability to reason and solve problems. Music Variety of cultural traditions; music making and listening; expression of feeling and creating atmosphere; reflection and quiet meditation with music; effect of music on the emotions. Art Appreciation of artistic cultures; impact of graphic design today, expression of feeling through art; communication of ideas through art; media use of art & design; creative and aesthetic skills developed; discussion of ideas. Technology Impact of technology on culture - business, communication, leisure, employment, health and medical care etc.

15 Appendix 1 to SMSC policy 2014 Promoting British Values Statement British values are embedded in the life of the school. They are actively promoted through spiritual, moral, social and cultural education and form a part of our distinctive Christian character. British and Christian values are regularly promoted through high quality teaching across the curriculum, within Collective Worship, and by a positive behaviour policy which allows pupils to develop and demonstrate skills and attributes that will allow them to contribute positively to life in Modern Britain. These values and attitudes are promoted and reinforced by all staff and used to provide a model of behaviour for all our pupils. The way in which the school community behave and treat others is built upon a basis of respect, individual worth and Christian love, while recognising that many of these guiding principles are present in other faiths and cultures. Democracy: Democracy and communication is embedded in school life as the voice of each pupil is valued and heard. Pupils are listened to by adults and taught to listen actively to one another, respecting the right of every individual to have their opinions heard. Pupils have the opportunity to share opinions and ideas through the School Council and regular pupil voice evaluation. Elections of the School Council members are based on pupil votes after each child has shared their manifesto. There are other responsibilities that pupil take on such as buddying for which they apply and are selected. Pupils are encouraged to share in form worship and take part in reviews of their progress and submit ideas to the Governors to air their views. Rule of Law: The importance of laws, whether governing the class, the school or the country, is consistently reinforced. The children discuss and set their own classroom rules to ensure that they are relevant and clearly understood by all. Pupils are taught the value and reasons behind laws, the responsibility they have to uphold them and the consequences when laws are broken. They are taught the importance of right and wrong, in particularly relating to the schools Christian values. There are regular visits from the Fire Service, Police, Young Carers, Road Safety, Local Councillor Councillors and the local MP. Restorative Justice is practiced for any disputes needing serious resolve and the Behaviour policy is clearly discussed with all stakeholders. Individual liberty Pupils at this school are seen as unique and valued individuals, each of whom is equally important. They are actively encouraged to make choices, knowing that they are in a safe and supportive environment. Children are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely through many curriculum subjects, particularly in PSHE and e-safety lessons. They value the individual and groups from sport and team work and have the choice to pursue many activities to develop their own unique talents. Fund raising for charity events and the taking on of responsibilities to support others is encouraged within the school. Mutual respect Respect is an important value to pupils and staff and is deeply embedded in learning and behaviour. Pupils understand that respect must be shown to everyone, whatever differences there may be. Respect underpins school life, in and out of the classroom. This is our one word that governs everything we do as a school. We support this in our Behaviour and Anti bullying polices, through our e- safety polices and the use of the internet. It is seen through our treatment of the building and

16 others but also in the sense of respect for ourselves as a child of God and therefore the need to make the most of and find our God given talents whether physical, academic or social. All staff and pupils use the language of respect to underpin everyday behaviour. Most recently this is also evident in looking at our treatment of local communities and the desire for a united society. Tolerance of those with different faiths and beliefs Christian concepts and values form an integral part of pupils daily learning but are taught alongside an understanding and celebration of different faiths, cultures, philosophies and beliefs. This tolerance is embedded within all subjects, particularly RE, enabling pupils to gain an enhanced understanding of the place of religion in a multi-faith world and their own place in a culturally diverse society. We value visitors to the school with differing views and celebrate the multicultural society in which we live as both local and global citizens. We celebrate the tolerance in our creative learning but using multicultural artists to influence our views. We have partnership with both Kenya and Europe currently but are always seeking to extend our understanding of other cultures and faith through our assemblies. We look at other festivals for differing religions in RE and seek to broaden our understanding of the diversity and beauty of God s world. Date of Approval: 7 th May, 2015 (Student Welfare Committee) Appendix added Date of Review: January, 2018