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Spiritual, Moral, Social
and Cultural Development |
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| 1.0 |
Introduction |
| 1.1 |
The spiritual, moral, social and cultural development
of students is central to the ethos and pedagogy
of London Academy. This is reflected in the statement
of Mission, Aims and Values and in all other
policy documentation especially the policy statement
on Inclusion, Equal Opportunities (students),
Behaviour Management, Race Equality and Disability. |
| 1.2 |
This policy document defines what London Academy
means by Spiritual, Moral, Social and Cultural
development and outlines specific strategies
to secure development for all students. |
| 1.3 |
In forming this policy document particular
note has been taken of recent guidance issued
by OFSTED in Promoting
and evaluating pupils’ spiritual, moral,
social and cultural development (March 2004). |
| 1.4 |
While the next section of this policy defines
each separately London Academy fully recognises
that spiritual, moral, social and cultural elements
of pupils’ development are not only interrelated,
they are interdependent. |
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| 2.0 |
Spiritual development |
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Spiritual development
is the development of the non-material
element of a human being which animates
and sustains us and, depending on
our point of view, either ends or
continues in some form when we die.
It is about the development of a
sense of identity, self-worth, personal
insight, meaning and purpose.
Depending on your perspective it
can be seen as the development of
a pupil’s spirit, the soul,
personality or character. |
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| 2.1 |
London Academy explicitly aims to support pupils
in developing the following characteristics: |
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a set of values, principles and beliefs,
which may or may not be religious, which
inform their perspective on life and their
patterns of behaviour |
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an awareness and understanding of their
own and others’ beliefs |
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a respect for themselves and for others |
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a sense of empathy with others, concern
and compassion |
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an increasing ability to reflect and
learn from this reflection |
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an ability to show courage and persistence
in defence of their aims, values, principles
and beliefs |
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a readiness to challenge all that would
constrain the human spirit: for example,
poverty of aspiration, lack of self-confidence
and belief, moral neutrality or indifference,
force, fanaticism, aggression, greed, injustice,
narrowness of vision, self-interest, sexism,
racism and other forms of discrimination |
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an appreciation of the intangible – for
example, beauty, truth, love, goodness,
order – as well as for mystery, paradox
and ambiguity |
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a respect for insight as well as for
knowledge and reason |
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an expressive and/or creative impulse |
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an ability to think in terms of the ‘whole’ – for
example, concepts such as harmony, interdependence,
scale, perspective |
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an understanding of feelings and emotions,
and their likely impact. |
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| 2.2 |
In developing Schemes of Work, planning lessons
and other activities staff will seek opportunities
to: |
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give pupils the opportunity to explore
values and beliefs, including religious
beliefs, and the way in which they affect
peoples’ lives |
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where pupils already have religious beliefs,
support and develop these beliefs in ways
which are personal and relevant to them |
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encourage pupils to explore and develop
what animates themselves and others |
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encourage pupils to reflect and learn
from reflection |
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give pupils the opportunity to understand
human feelings and emotions, the way they
affect people and how an understanding
of them can be helpful |
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develop a climate or ethos within which
all pupils can grow and flourish, respect
others and be respected |
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accommodate difference and respecting
the integrity of individuals |
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| 2.3 |
All staff must ensure that they promote teaching
styles which value pupils’ questions and
give them space to develop them; enable pupils
to make connections between aspects of their
learning and encourage pupils to relate their
learning to a wider frame of reference |
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| 3.0 |
Moral Development |
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| Moral development
is about the building, by pupils,
of a framework of moral values which
regulates their personal behaviour.
It is also about the development
of pupils’ understanding of
society’s shared and agreed
values and their understanding that
there are issues where there is disagreement
and that society’s values can
and do change. Moral development
is about gaining an understanding
of the range of views held by different
people and the reasons for those
views and forming a personal opinion
on the views which are held by others. |
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| 3.1 |
London Academy explicitly aims to support pupils
in developing the following characteristics: |
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an ability to distinguish right from
wrong, based on a knowledge of the moral
codes of their own and other cultures |
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a confidence to act consistently in accordance
with their own principles |
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an ability to think through the consequences
of their own and others’ actions |
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a willingness to express their views
on ethical issues and personal values |
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an ability to make responsible and reasoned
judgements on moral dilemmas |
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a commitment to personal values in areas
which are considered right by some and
wrong by others |
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a considerate style of life |
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a respect for others’ needs, interests
and feelings, as well as their own |
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a desire to explore their own and others’ views |
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an understanding of the need to review
and reassess their values, codes and principles
in the light of experience. |
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| 3.2 |
In developing Schemes of work, planning lessons
and other activities and in all other aspects
of life at London Academy staff will: |
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provide a clear moral code as a basis
for behaviour which is promoted consistently
through all aspects of the school |
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promote measures to prevent discrimination
on the basis of race, religion, gender,
sexual orientation, age and other criteria |
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give pupils opportunities across the
curriculum to explore and develop moral
concepts and values – for example,
personal rights and responsibilities, truth,
justice, equality of opportunity, right
and wrong |
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develop an open and safe learning environment
in which pupils can express their views
and practise moral decision-making |
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reward expressions of moral insights
and good behaviour |
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make an issue of breaches of agreed moral
codes where they arise – for example,
in the press, on television and the internet
as well as in school |
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model, through the quality of relationships
and interactions, the principles which
they wish to promote – for example,
fairness, integrity, respect for people,
pupils’ welfare, respect for minority
interests, resolution of conflict, keeping
promises and contracts |
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recognise and respecting the codes and
morals of the different cultures represented
in the school and wider community |
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encourage pupils to take responsibility
for their actions; for example, respect
for property, care of the environment,
and developing codes of behaviour |
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provide models of moral virtue through
literature, humanities, sciences, arts,
assemblies and acts of worship |
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reinforce the school’s values through
images, posters, classroom displays, screensavers,
exhibitions |
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| 4.0 |
Social Development |
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| Social development
is about young people working effectively
with each other and participating
successfully in the community as
a whole. It is about the development
of the skills and personal qualities
necessary for living and working
together and functioning effectively
in a multi-racial, multi-cultural
society. It involves growth in knowledge
and understanding of all aspects
of society. This includes understanding
people as well as society’s
institutions, structures and characteristics,
economic and political principles
and organisations, roles and responsibilities
and life as a citizen, parent or
worker in a community. It also involves
the development of the inter-personal
skills necessary for successful relationships. |
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| 4.1 |
London Academy explicitly aims to support pupils
to: |
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adjust to a range of social contexts
by appropriate and sensitive behaviour |
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relate well to other people’s social
skills and personal qualities |
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work, successfully, as a member of a
group or team |
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challenge, when necessary and in appropriate
ways, the values of a group or wider community |
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share views and opinions with others,
and work towards consensus |
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resolve conflicts and counter forces
which militate against inclusion and unity |
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reflect on their own contribution to
society and to the world of work |
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show respect for people, living things,
property and the environment |
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benefit from advice offered by those
in authority or counselling roles |
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exercise responsibility |
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appreciate the rights and responsibilities
of individuals within the wider social
setting |
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understand how societies function and
are organised in structures such as the
family, the school and local and wider
communities |
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participate in activities relevant to
the community |
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understand the notion of interdependence
in an increasingly complex society. |
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| 4.2 |
In developing Schemes of work, planning lessons
and other activities and in all other aspects
of life at London Academy staff will: |
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identify key values and principles on
which school and community life is based |
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foster a sense of community, with common,
inclusive values which ensure that everyone,
irrespective of ethnic origin, nationality,
gender, ability, sexual orientation and
religion can flourish |
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encourage pupils to work co-operatively |
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encouraging pupils to recognise and respect
social differences and similarities |
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provide positive corporate experiences – for
example, through assemblies, team activities,
residential experiences, school productions |
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help pupils develop personal qualities
which are valued in a civilised society,
for example, thoughtfulness, honesty, respect
for difference, moral principles, independence,
inter-dependence, self-respect |
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help pupils to challenge, when necessary
and in appropriate ways, the values of
a group or wider community |
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help pupils resolve tensions between
their own aspirations and those of the
group or wider society |
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provide a conceptual and linguistic framework
within which to understand and debate social
issues |
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provide opportunities for engaging in
the democratic process and participating
in community life |
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provide opportunities for pupils to exercise
leadership and responsibility |
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provide positive and effective links
with the world of work and the wider community |
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| 5.0 |
Cultural Development |
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| Cultural development
is about pupils’ understanding
their own culture and other cultures
in their town, region and in the
country as a whole. It is about understanding
cultures represented in Europe and
elsewhere in the world. It is about
understanding and feeling comfortable
in a variety of cultures and being
able to operate in the emerging world
culture of shared experiences provided
by television, travel and the internet.
It is about understanding that cultures
are always changing and coping with
change. Promoting pupil’s cultural
development is intimately linked
with schools’ attempts to value
cultural diversity and prevent racism. |
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| 5.1 |
London Academy explicitly aims to support pupils
in developing the following characteristics: |
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an ability to recognise and understand
their own cultural assumptions and values |
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an understanding of the influences which
have shaped their own cultural heritage |
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an understanding of the dynamic, evolutionary
nature of cultures |
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an ability to appreciate cultural diversity
and accord dignity and respect to other
people’s values and beliefs, thereby
challenging racism and valuing race equality |
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an openness to new ideas and a willingness
to modify cultural values in the light
of experience |
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an ability to use language and understand
images/icons – for example, in music,
art, literature – which have significance
and meaning in a culture |
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a willingness to participate in, and
respond to, artistic and cultural enterprises |
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a sense of personal enrichment through
encounter with cultural media and traditions
from a range of cultures |
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a regard for the heights of human achievement
in all cultures and societies |
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an appreciation of the diversity of interdependence
of cultures. |
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| 5.2 |
In developing Schemes of work, planning lessons
and other activities and in all other aspect
of life at London Academy staff will: |
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provide opportunities for pupils to explore
their own cultural assumptions and values |
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present authentic accounts of the attitudes,
values and traditions of diverse cultures |
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address discrimination on the grounds
of race, religion, gender, sexual orientation,
age and other criteria and promoting racial
and other forms of equality |
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extend pupils’ knowledge and use
of cultural imagery and language |
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recognise and nurture particular gifts
and talents |
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provide opportunities for pupils to participate
in literature, drama, music, art, crafts
and other cultural events and encouraging
pupils to reflect on their significance |
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develop partnerships with outside agencies
and individuals to extend pupils’ cultural
awareness, for example, theatre, museum,
concert and gallery visits, resident artists,
foreign exchanges |
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reinforce the school’s cultural
values through displays, posters, exhibitions,
etc |
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audit the quality and nature of opportunities
for pupils to extend their cultural development
across the curriculum |
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| 6.0 |
Monitoring |
| 6.1 |
Monitoring provision and outcomes for spiritual,
moral, social, cultural development of pupils
presents a particular challenge. At London Academy
we will adopt a simple, pragmatic approach to
monitoring which focuses primarily on the feedback
from pupils themselves. |
| 6.2 |
SMSC development will be monitored through: |
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the results of the pupils’ attitudes
to learning survey |
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feedback from the student council |
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take up of extra-curricular and community
activities |
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review of displays |
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regular area reviews of subjects |
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