Governors Committee Responsible: Achievement & Climate

SMSC Policy

Lead Governor: John Taylor (Chair)

Nominated Lead member of staff: Daniel Tucker (Vice Principal College)

Next Review Date: June 2017

Spiritual, Moral, Social and Cultural Development Policy

Overview

At DHC we recognise that the personal development of students, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. We aim to provide an education that provides students with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, develop high expectations of themselves and others, a positive and caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of cultures. The school will ensure that students should understand how the culture(s) in which they live influences individual thinking and behaviours.

All curriculum areas and each school have a contribution to make in the student’s spiritual, moral, social and cultural development and opportunities for this should be planned for in Learning Guide programmes and across each curriculum area.

All members of DHC staff will model and promote SMSC, treating all people equally as unique and valuable individuals, showing concern and respect for students and their families.

The “schools within schools” system will provide a community where students can find acceptance for themselves as unique individuals and where opportunities to develop character, collaboration and creativity support an ethos of developing the whole student.

Students will learn the difference between right and wrong. They will be aware that their actions affect others. They will be encouraged to value themselves and others.

Students will develop an understanding of the need for rules, routine and discipline in establishing an effective climate for learning. College and classroom rules will reflect, emphasise, promote and reward positive behaviour and provide opportunities to celebrate students’ work and achievements.

All schools and areas of the curriculum will seek to use examples and illustrations drawn from as wide a range of cultural contexts as possible. This will be reflected in teacher’s planning, teaching and resources.

General Aims

All staff areaware of and aligned to DHC’s mission, values and ethos.
There is a consistent approach to the delivery of SMSC through the curriculum and Learning Guide programme including the overall college ethos.
Students’ education is set relevant to their context.
Students are aware of expectations of them and the reasons that underpin them.
Students are given opportunities to reflect and discuss their feelings, beliefs and responses to personal experiences.
Students develop an understanding of their individual and group identity.
Students develop an understanding of their social and cultural community and an appreciation of how it may be similar or differ to others locally, regionally, nationally and internationally.
Students are provided with the opportunity to explore social and moral issues and develop a sense of social and moral responsibility.

Spiritual development:

At Dyke House Sports and Technology College we aim to provide learning opportunities that enable students to:

Sustain their self esteem and learn through failure;
Develop their capacity for critical and independent thinking;
Express their feelings with control;
Experience moments of reflection;
Discuss their beliefs, feelings, values and responses to personal experience confidently and without fear of judgement or ridicule;
Form and maintain worthwhile relationships;
Develop a sense of curiosity, questioning and investigation to foster a growth mind set.

Moral development:

At Dyke House Sports and Technology College we aim to provide learning opportunities that enable students to:

Recognise the unique value of the individual;
Listen and respond appropriately to the responses and opinions of others;
Develop emotional resilience and learn from mistakes;
Take responsibility and consider others in their actions;
Distinguish between right and wrong;
Respect the environment;
Make informed and balanced judgements.

Social development:

At Dyke House Sports and Technology College we aim to provide learning opportunities that enable students to:

Develop an understanding of their individual and group identity
Learn about service within school and in the local community
Develop acceptable behaviours within and outside of school
Develop effective relationships with stakeholders, parents and carers
Work effectively independently but also as part of a team, developing techniques to be collaborative
Develop skills in creativity and traits of good character

Cultural development:

At Dyke House Sports and Technology College we aim to provide learning opportunities that enable students to:

Recognise and value the richness of cultural diversity in Britain and how this has influenced individuals and society;
Develop an understanding of their social and cultural environment;
Develop an understanding of Britain’s local, national, European, commonwealth and global dimensions;
Participate in sport, literature, drama, music, art, crafts and dance
Develop an understanding of how student’s geographic, economic and social context can effect future opportunities.

Teaching and Learning:

SMSC development will take place across all curriculum and school areas of the college, providing opportunities for students to reflect on the significance of their learning and recogniseany challenges their may be to their own attitude and lifestyle.

All curriculum and school areas will use examples drawing from as wide a range of cultural contexts as possible.

Teaching will provide opportunities for students to:

Talk about feelings and personal experiences;
Learn to share, work independently and collaboratively;
Treat others as equal despite differences;
Express and clarify their own ideas and beliefs;
Speak about difficult events (bullying, death etc);
Share thoughts and feelings with others;
Explore relationships with friends, family, staff etc;
Consider the needs and behaviours of others;
Show empathy;
Develop self esteem and a respect for others;
Develop a sense of belonging.

Improving skills and attitudes that enable students to develop SMSC are at the heart of DHC and therefore the focus of the college is in the development of:

Character – respect, responsibility, discipline, determination, reflection, grit, curiosity, adaptability, aspiration.
Collaboration –synergy, teamwork, partnerships, relationships, cooperation, group work, alliance and coalition.
Creativity – critical thinking, inventiveness, ingenuity, resourcefulness, vision, inspiration, problem solving, innovation, imagination

Partnerships:

Visitors are welcomed into the school and follow all safeguarding procedures.

DHC’s structure of “schools within schools” ensures a close community within the college and through the use of learning guides creates regular, effective and purposeful communication between students’ homes and the college. Systems are such that all students are supported in their development and academic progress.

Partnerships with other schools, local, regional and global businesses, involvements in progress clubs and opportunities to work alongside guest speakers enable students to develop high aspirations, experience a variety of enriching opportunities in the development of SMSC.

Students are taught to respect their school, community and environment and develop a sense of responsibility to it.

Monitoring and Evaluating:

Provision for SMSC development should be monitored and reviewed by:

Monitoring of progression maps, lesson observations, learning guide programme planning;
Quality assurance processes (scrutiny of work, conversations with students etc)
Behaviour incidents;
Audits of schemes of learning;
Team teaching, lead teaching coaching triads and peer observations;
Assembly Rota;
Students’ Learning Logs;
Number of educational visits and residential activities.

SMSC in the curriculum:

ICT

Opportunities within subject
Spiritual / Use of technology to identify the digital divide within groups.
Moral / Strong emphasis on helping each other, camaraderie, team work. Also promotion of fairness/fair play, treating people by the same rules. Looking after each others property – the unacceptability of stealing.
Acceptable use of digital media and social networking sites.
The morality of digital technology explored through the digital giants: Alan Turing, Steve Jobs, Bill Gates
Discuss and embed e-safety showing an ethical and moral message
Social / Designing for a range of clients from specific backgrounds/professions/age groups e.g. older people, police force, industrial manufacturing.
Marketing a product to appeal to a social group.
Gender issues in the ICT sector.
The growth of social networking sites.
Digital technology as a business eg. Iphone apps.
Game creation.
Cultural / Drawing on historical art movements to stimulate design decisions.
Reviewing the cultural impact the digital sector has had on society and culture both locally and globally
Development of the internet
History of computing.
Growth of Youtube.
Generation of critical judgement as this generation uses digital applications more than previous generations.
Economic well being across groups of people, the use of personal digital devices, growth of the internet and connectivity and its effects on cultures.

English:

Opportunities within subject
Spiritual / Biography/autobiography, group projects, war poetry, writing to describe. Confidence in use of language to express opinion and feelings.
Novel, Shakespeare, newspapers, pre 1914 poetry, newspapers, travel writing.
Other culture poems, post 1914, play text, identification with drama, fiction, poetry and television programmes.
Moral / Myths and legends, novels, Shakespeare, morality plays, campaign leaflets, newspapers, travel writing, autobiography, journalism.
Social / Writing to inform, novel, Shakespeare, newspapers, war poetry, travel writing, autobiography, choice and use of language, social attitudes to language.
Cultural / Poems from other cultures and traditions, travel writing, cultural influences on language.

Maths:

Opportunities within subject
Spiritual / Coping with problems and puzzles, confidence in helping others and asking for support.
Moral / Hypotheses testing, group work, investigations and questionnaires and surveys analysing smoking, birth rates, death rates etc.
Social / Use of maths in the financial industry, working with others to solve problems.
Cultural / Influence of other cultures on mathematics eg. Arab societies, Islamic patterns in the history of maths and tessellations

Science:

Opportunities within subject
Spiritual / Contribution to the world we live in and the effect on the environment, where life comes from, awe and wonder of the natural world, complexity of all things and the wonder of how they work together, creation of new life through reproduction, photosynthesis, the purpose of oxygen in maintaining life, carbon and nitrogen cycles, patterns within the periodic table, extent of geological time, our place within the solar system, interest in natural objects. Big bang theory.
Moral / Hypotheses testing, group work, drawing conclusions from fact rather than opinion, benefits and harm of science, ethics, give honest results in experiments where results are not what was expected, selective and genetic breeding, caring for the environment, respect for all living things, moral issues such as fertility treatments, cloning, transplants, selective breeding etc.Discussions around ethical issues, location of a new quarry, intensive and organic farming.
Social / Respect others ideas and work collaboratively to achieve a goal, take responsibility for their own and others safety, social economic and environmental factors when looking at fuel use and energy production including nuclear power, location of new quarries, movement of the earth, plate tectonics, aware of the impact of sexual reproduction smoking, alcohol and drug use.
Cultural / Scientific discoveries e.g. Louis Pasteur, Galileo and Jenner, sound and light discoveries, solar system, evolution of man (Darwin’s theory) selective breeding and genetic breeding, genetic differences dependent upon location and culture, consider spontaneous creation of life, intensive and organic farming.

Geography:

Opportunities within subject
Spiritual / Reflection on the earth’s origin, fair distribution of earth’s resources, reflect on how it would feel to live in various countries (developed or developing), empathise with victims of natural disasters. Providing opportunities for ‘awe and wonder’ with regard to e.g. volcanoes, earthquakes, waterfalls
Moral / Exploitation of the rain forest, wind farms, distruction of the countryside to prvide housing, coastal and countryside management strategies. The need for and the provision of International Aid, issues related to population change and aging populations
Social / Studies of various countries and practices, empathizing with people in countries in different states of development working in groups and field work experiences.
Cultural / How practices change dependent on culture (types of farming, housing), learning about international trade, history and patterns of settlements, migration of populations, spatial distribution of ethnic minorities, the world as a global community and globalisation

History:

Opportunities within subject
Spiritual / Helping pupils to appreciate the achievements of past societies. Also to understand the motivation of individuals who made sacrifices for a particular cause. The focus of this is local history as we study the life and death of Margaret Clitheroe other examples include:
The role of the church in medieval society, the Crusades, Henry VIII and the English Reformation, the causes of the Spanish Armada Gunpowder plot, the puritans and levelers, religious justifications of slavery,
Catholics in the pre 1832 electoral system, the religious side of the holocaust, the bombing of Coventry in WW2, Nazi persecution of the Protestant and Catholic churches,
religious discrimination against immigrants in 1920s USA and the religious aspect of the KKK
Moral / Helping pupils to realise that actions have consequences by considering the results of events and decisions, and to explore how different interpretations of the past reflect different viewpoints and values. These themes run throughout both Key stage three and Key stage four history. Examples include: the aftermath of the Battle of Hastings, Thomas Beckett,Richard III – hero or villain? Henry VIII and his six wives, the morality of the Gunpowder plot,
Charles I and the divine right of Kings, the morality of the regicide, morality of slavery in the British Empire, the morality of the Industrial revolutions,
Victorian values, the moral side of the holocaust, the morality of carpet bombing, the morality of the actions of the League of Nations, the morality of appeasement, the morality of Communism and Capitalism, US economic and immigration policy, morality of cultural developments in 1920s USA, the economic boom of the 1920s and the morality of it,
morality of the New Deal.
Social / Identifying how different societies were organised in the past and considering different political structures. This is delivered several times throughout the two Key stages from the feudal system, to Cromwell’s Britain and obviously the different political systems evident in Europe in the 1930’s. Examples include Britain in 1066, the social changes causes by the Norman Conquest, the Feudal system, the social effects of the black death, life in Tudor England Social changes of the civil war, social change during the industrial revolution, slavery and society, the Chartists, Luddites and Swing Rioters, the British Empire, the social side of the holocaust, the home front in World War One and World War Two, social changes caused by the Treaty of Versailles, social changes in the USA in the 20s and 30s, social changes caused by the Nazis with particular regard towards women and minorities.
Cultural / Helping the pupils to recognise differences and similarities between cultures and within culture over time, and explore a range of sources and different interpretations of what constitutes culture and cultural development. For example: the Bayeux tapestry, French and English culture, words that came from the Normans, portraits of Elizabeth I, cultural consequences of the English reformation, England and Scotland – the clash of cultures, the influence of the Dutch after the industrial revolution, similarities and differences between African and European culture regarding slavery, working class culture during the industrial revolution, the cultural side of the holocaust, changes in culture during WW2 especially regarding women, cultural differences between Communism and Capitalism with regard to the cold war, cultural changes caused by the Nazi march to power, cultural changes caused by prohibition.

MFL:

Opportunities within subject
Spiritual / Favourite things, family, relationships and hobbies, environmental issues (coursework)
Moral / Tolerance for others, listening, speaking, links to healthy lifestyle and impact of smoking, alcohol and drugs
Social / Nature of subject encourages speaking and listening, team work and pair work. Discussions of health, world of work, hobbies and interests. Development of social skills through communication exercises. Impact of smoking, alcohol and drugs.
Cultural / Appreciation of the cultures of countries who speak the language and understanding of their traditions. Interaction with pen pals/exchange students. Educational visits to Germany and France to develop students’ appreciation of culture and language. World War II and its impact in France. Develop an understanding of the multi cultural make up of France and other Francophone countries, appreciating French speaking countries and societies.

Technology:

Opportunities within subject
Spiritual / Reflect on inventions and ingenuity and the impact on lifestyle and life in general.
Moral / Dilemmas created by development of products and technological advancements in terms of winners and losers. Issues regarding food production in developing countries.
Social / Opportunities to work as part of a team and share resources. To consider the target audience of product innovation. Impact of food and pricing on affluence and socio-economic status
Cultural / Influences on technology from different cultures including innovation and invention, food and diet.

Physical Education: