TWA: Spiritual, Moral, Social and Cultural Development Policy
September 2019
1. Mission Statement
This policy is carried out within the context and spirit of the school’s Mission Statement. It supports and reinforces the aims of Al Birr School, valuing all children equally and as individuals. The staff, proprietors and headteacher work together to create a happy, challenging, stimulating and caring environment in which pupils can enjoy their time at school and celebrate their achievement.
At The Wisdom Academy the school motto is ‘I Can If I Try’ and developed from this the Mission Statement is:
- The school strives for continued self review, development an improvement
- The school strives to provide a happy, stimulating and caring environment
- The school strives to provide the opportunities, encouragement and stimuli to develop each child to his or her full potential
- Enjoy learning, enjoy life and occasionally have a good laugh!
2. Introduction
In contrast to the policies for specific curriculum subjects, this policy relates to the whole life of the school, of particular importance in promoting spiritual, moral, social and cultural development (SMSC) is the example set by adults in the school, the quality of relationships and the standard of daily collective worship.
The family atmosphere within the school encourages children to support others and help less able or younger children. This atmosphere ensures children do not support bullying. Positive staff role models foster supportive attitudes and adults interest in children encourages children to share concerns with staff in a supportive atmosphere.
At The Wisdom Academy spiritual, moral, social, and cultural development will be promoted not only through all the subjects of the curriculum but also through the ethos of the school and collective worship.
3. Rationale
The connection between good results in the curriculum and high standards in SMSC development is widely acknowledged and is evident in a significant number of OFSTED reports.
The SMSC aspects of education concentrate on the development of the pupil as an individual and as a personality, aiming to enrich and extend the human existence of each child in relation to the values, attitudes, beliefs and consequent behaviour acquired during school years.
4. Definitions
Pupils’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve. As their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life’s fundamental questions. They develop the knowledge, skills, understanding, qualities and attitudes they need to foster their own inner lives and non-material well being. All areas of the curriculum may contribute to pupils’ spiritual development.
Pupils’ moral development involves pupils acquiring an understanding of the difference between right and wrong and/or moral conflict, a concern for others and the will to do what is right. They are able and willing to reflect on the consequences of their actions and to learn how to forgive themselves and others. They develop the knowledge, skills, understanding, qualities and attitudes they need in order to make responsible moral decisions and to act on them.
Social development refers to the development of abilities and qualities that pupils need to acquire if they are 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.
The school, but in particular the classroom, provides a suitable environment for promoting social development within an Islamic context. Pupils learn to lead, to use their initiative and to use individual skills and strengths when working together towards a common goal. The ability to be led to support others and to recognise the different skills of other group members can be developed when children work co-operatively.
Cultural development refers to the development of knowledge and understanding of differing cultural beliefs, customs and traditions. It is an increasing appreciation of the systems of values and attitudes which form the basis of identity and cohesion within societies and groups.
5. Aims for Spiritual Development
The ability to listen and be still
The ability to sense the sacred, the holy, the divine
The ability to sense wonder and mystery in the world.
The ability to sense the special nature of human relationships
The ability to reflect
6. Objectives for Spiritual Development
To develop the skill of being aware of ones spiritual side
To develop the ability to use all ones senses.
To promote an awareness of and enjoyment in using ones imaginative potential and to develop curiosity and a questioning approach
To encourage quiet reflection during a lesson or assembly.
To develop individual self-confidence in expressing inner thought in a variety of ways
To consider the existence of God and the wonder of his creation.
To develop self esteem, respect for themselves and find an inner confidence and peace
To have the opportunity to develop personal beliefs
To explore the opportunity to pray
To promote the ability to keep trying and seeking success
7. Aims for Moral Development
To understand the principles lying behind decisions and actions
To be able to take moral decisions for themselves
To assume moral responsibility through belief and conviction.
To be able to distinguish between right and wrong.
8. Objectives for Moral Development
To respect honesty and fairness and to tell the truth
To respect the rights and property of others and themselves
To respect loyalty
To help those less fortunate or able than ourselves
To treat others as they would wish to be treated themselves
To value other people and their feelings and act considerately towards others
To take responsibility for one’s own actions
To exercise self-discipline
To consider consequences of actions and effect on others
To develop positive attitudes
To conform to rules and regulations for the good of all
To consider moral dilemmas
9. Aims for Social Development
To relate positively to others
To participate fully and take responsibility in the classroom and in the school
To use appropriate behaviour, according to situations
To engage successfully in partnership with others
To exercise personal responsibility and initiative
To understand that, as individuals, we depend on family, school and society
10. Objectives for Social Development
To share such emotions as love, joy, hope, anguish, fear and reverence.
To show sensitivity to the needs and feelings of others
To consider other people’s point of view
To work as part of a group, team
To interact positively with others through contacts outside school e.g. sporting activities, visits, church services, music festivals etc.
To develop an understanding of citizenship and to experience being part of a whole caring community
To show care and consideration for others by sharing and taking turns
To realise there are things each person can do well.
To show politeness, cheerfulness, friendliness and actively want to do the right thing
11. Aims for Cultural Development
To develop a sense of belonging to pupils’ own culture and being proud of their cultural background
To respond to cultural events
To share different cultural experiences
To respect different cultural and faith traditions
To understand codes of behaviour, fitting to cultural tradition.
To explore other cultures and beliefs
12. Objectives for Cultural Development
To develop a love of learning.
To develop an understanding of British cultural tradition, including Christianity.
To appreciate the values and customs of other ethnic and faith groups which make up modern British society, and the world beyond.
To develop the ability to value and celebrate current cultural enthusiasms and media, critically and independently of peer pressure.
To understand similarities and differences between faiths and cultures
13. Provision of Opportunities
Spiritual, moral, social and cultural development does not take place in any one aspect, in isolation of other aspects of school life.
Ethos:-
AtThe Wisdom Academy we aim to provide a happy, stimulating and secure environment, reflecting the school’s Islamic ethos where each pupil is given the challenge and opportunity to develop his/her full potential while enjoying learning and life.
We endeavour to provide an environment and ethos, in which children and adults can grow and develop in spirituality and where positive attitudes and consistency provide children with good role models, and similarly, older children are expected to demonstrate good behaviour and support to younger children. All children are valued equally whatever their stage of development, and are entitled to maximum success. The ethos encourages safe, sensible behaviour incorporating good manners, consideration, courtesy and respect for others whilst encouraging imagination, inspiration and reflection.
Within Islamic Studies, assemblies and PSHE, the School will:
Promote the importance of Law, rules and regulations in every aspect of society and discussions on why we need to rules.
Allow pupils to discuss emotions, feelings, share concerns.
Allow pupils to investigate and reflect upon their own beliefs and values.
Provide opportunities for prayer/reflection/silence, the exploration of inner space.
Encourage a balance of speech, silence and the creative arts when exploring spiritual development.
Explore what commitment means.
Emphasise the Islamic moral perspective whilst also offering models of morality in other faiths.
Promote respect for people and property.
Build the School Community.
Promote an understanding of the difference between right and wrong.
Helping pupils understand how their actions affect offers.
Praise good behaviour positively and reward publicly.
Provide opportunities to discuss and explore differences, similarities, equal rights, peer pressure and discrimination.
Promote a sense of justice.
Provide opportunities to acquire and develop those skills, values and attitudes which enhance willingness to participate, to work co-operatively and help others.
Learn about society including the family, the local community, the world of work and the social, legal, religious, economic and political aspects of life.
Within the Curriculum:-
All subjects contribute to the spiritual, moral, social and cultural development of pupils.
Exploring an imaginative approach to the world.
Developing a sense of enquiry and open–mindedness.
Developing an awareness of order and pattern in the world.
Creating an atmosphere that enables pupils and staff to speak about their beliefs.
Fostering a sense of respect for the integrity of each person.
Encouraging pupils to develop a personal view on ethical questions raised in science
Developing responsibility in learning and setting personal targets.
Listening to the view points and ideas of others.
Acquiring a code of behaviour when visiting a place of worship.
Learning about another culture presented through a cross-curricula approach (see guidance).
reading Lessons used to promote and learn about other cultures and discuss differences and similarities.
Encourage ‘feeling’ vocabulary, and discussions in different subjects to help pupils to share thoughts and feelings.
All subjects and lesson plans include link to Islamic Studies, as well as other subjects encourages
Beyond the Formal Curriculum, the School will:
Encourage pupils in personal conversations and during discussions in lessons, to express such feelings as wonder, change, unease, injustice or inequality whilst listening carefully to others’ questions and responses.
Treat pupils, staff and proprietors with respect, regardless of personal feelings.
Invite close involvement with the Mosque, and regular participation in the activities of local Mosques.
Set high expectations through formal discussion which will lead to raised awareness of high moral standards inside and outside the classroom.
Provide pastoral care from all staff giving pupils the chance to see caring in action.
Provide opportunities to welcome or give a vote of thanks to visitors and visits from outside school culture.
There are a number of out of school activities and community links and these reflect the importance Al Birr School puts on these opportunities to develop children’s interests, talents and abilities whilst supporting and enhancing the curriculum. The school is currently planning the following:
Visitors from all faiths to take school assembly.
Generation Green Project – Pupils independent learning and research of how ‘green’ their households were.
Pen-pals scheme with two other schools, one local and one international (Sudan)
Playscript Project – Part of English, KS2 pupil’s independent project to write, rehearse and act out plays in assembly.
And is working towards:
Healthy School Award
School Travel Plan
Teacher Exchange Programme – First Visit already held.
Out of school clubs include:
SATs booster classes, football, netball and cookery. Sunday Archery Club. Also setting up Conservation Club in association with a local Charity.
The School supports various charities including:
Orphans in Need, Islamic Relief, Muslims Hands, Humanitarian Relief, Local Mosque Appeals.
Visitors to school:- Mosque Imaam, policemen/women, street wardens, environmental officers, firemen and engine, falconry display, nurses, parents and babies, parents to help with reading, art and craft-cookery, variety of animals, PE and games coaches, Specialists visitors to help children read and understand the Quran. Visitor to help Year 5 and 6 develop their theatrical skills and help direct their plays.
Visits:-
KS1:
Ackers trust Adventure Grounds, Hickory Dickory Indoor adventure, Art Gallery and Museum, Local Park, National Space Centre, Hatton Country World, Visiting Canals and Forests at Ackers Trust. Mobile Library Bus.
KS2:
Visiting Places of Worship, Mosques, Local businesses, Hatton Country World, Conkers Environmental Centre, East Side – Fire Safety Centre, Art and Museum, With aid of local MP, we are arranging a trip to the Houses of Parliament, football at other local schools.
Links with Local Community:
Local Mosques
Local Businesses and Professionals to have discussions with our pupils.
Parents – Helping at School
Arranging Meeting with Local MP and councilors.
Visits from Local Councilor
Parent Workshops – Sharing good practice.
Neighbour Clean up Project – in conjunction with Sanctuary Group, Helping clean neighbours gardens/areas.
Community Fun Fair / Jumble Sale.
Other Projects:
British Gas – Generation Green – Environment Project
Letter writing to local MP, Roger Godsiff
3FF – Three faiths forum
Birmingham Friends of the Earth
POD – Nechells community centre
Discussions in Assemblies:
Self- knowledge
Reward and praise – self –esteem and confidence
Our community – How we can help
Weekly certificates
Half-termly competitions and Prizes
Links with Secondary Schools:
Provide Work Experience for Pupils from:
Saltley School
Hodge Hill School
Washwood Heath School
Small Heath School
Al Huda Girls School
Hodge Hill Girls School
Heartlands Academy
Arrange visits for our pupils to visit their chosen schools and visits from Secondary School teachers
14. Management
The SMSC co-ordinator, Mrs Garnier, will:
Advise colleagues on resources, policies and information.
Ensure that the policy for SMSC reflects the aims of the school and takes into account guidance offered by the LEA and QCA.
Involve all staff in decisions and policy making.
Attend relevant in service and disseminate information to staff.
Links with other policies:
Other policies closely linked to SMSC development include:
Collective Worship Policy
R.E Policy
Bullying Policy
Behaviour Policy
Equal Opportunities Policy
Personal, Social and Health Education policy
Multi-cultural/Anti-Racist Policy
Citizenship Policy
15. The school further reviewed the PSHE policy in light of the new legislation that was introduced on Monday 29thSeptember 2014, so has now included the following aspects:
Changes from 29th September 2014
Amendment to the Education (Independent School Standards) (England) Regulations 2010
2. (1) The Education (Independent School Standards) (England) Regulations 2010(1) are amended as follows.
(2) In Part 2 of Schedule 1 (Spiritual, Moral, Social and Cultural Development of Pupils), for paragraph 5 substitute—
“5. The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor—
(a)actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs;
(b)ensures that principles are actively promoted which—
(i)enable pupils to develop their self-knowledge, self-esteem and self-confidence;
(ii)enable pupils to distinguish right from wrong and to respect the civil and criminal law of England;
(iii)encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;
(iv)enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;
(v)further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures;
(vi)encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010(2); and
(vii)encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England;
(c)precludes the promotion of partisan political views in the teaching of any subject in the school; and
(d)takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils—
(i)while they are in attendance at the school;
(ii)while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school; or
(iii)in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere;
they are offered a balanced presentation of opposing views.”.
The above mentioned changes are communicated to all staff upon induction and regularly at Teacher training sessions. The school also ensures that no extreme views are voiced in the school through a contract that all staff must sign upon the commencement of their employment.
16. Monitoring and review
This policy is monitored on a day-to-day basis by the SMSC co-ordinator, who reports to the head teacher about the effectiveness of the policy on request.
This SMSC policy is the head teacher’s responsibility and he reviews it’s effectiveness bi-annually. He does this by examining the school’s effectiveness in delivering a balanced SMSC provision and by discussion with the deputy head teacher, PTA members and staff.
The policy was approved on the September 2019
Headteacher Sakhawat Ali
NEXT REVIEW: This policy is to be reviewed: September 2020
