SMSC LEARNING WALK Date______Focus______
Strengths of current practice / Practice could be further strengthened if..In lessons
· Lessons include opportunities for discussion of sensitive/ controversial religious, moral or ethical issues. Pupils are not told what to think but explore issues and are encouraged to express their views.
· They work effectively in groups and demonstrate respect for the views of others
· Pupils are encouraged and supported to be creative
· Lessons include exploration of contemporary issues, opportunities for reflection on religious, spiritual, moral, social and cultural issues
· Pupils are encouraged to investigate important issues in the world today and develop informed, reasoned opinions
· There are opportunities to reflect on personal beliefs and experiences, consideration of deeper religious or spiritual issues
· Pupils are encouraged to develop good social skills through learning. They have opportunities to lead, organise activities, support each other, make decisions
· Pupils are encouraged to develop independent learning and resilience
· Pupils show fascination and curiosity in their learning
· Pupils can describe/point to resources/displays that support their independence within class
· Pupils are given regular opportunities to reflect on their learning
· Pupils are encouraged to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
· There is an open and safe learning environment in which pupils can express their views and practise moral decision-making
· Pupils are encouraged to take responsibility for their actions; for example, developing codes of behaviour
· Pupils are encouraged to develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, inter-dependence, self-respect
Around school
· The school is friendly and welcoming, Information in other languages or offering translation services is prominently displayed
· Behaviour is respectful and considerate towards all pupils and adults. In particular pupils and adults who are potentially vulnerable or from Minority Ethnic groups, or with SEN/disabilities are treated with respect
· There is respect for property and care of the environment. There is no evidence of discriminatory graffiti in toilets/ social spaces or on pupils’ books/ possessions
· Displays reflect opportunities for pupils to:-
o Be creative
o Explore contemporary issues, opportunities for reflection on religious, spiritual, moral, social and cultural issues
o Investigate important issues in the world today including equalities themes
o Lead, organise activities, support each other, make decisions
o Develop their cultural awareness through for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges through developing partnerships with outside agencies and individuals
o Reinforce their understanding of the school’s cultural values through displays, posters, exhibitions, etc
o Participate in corporate experiences – for example, through assemblies, team activities, residential experiences, school productions
What pupils tell you
· Bullying is minimal and robustly dealt with
· Respectful, tolerant attitudes towards diversity and difference are evident. Importantly the issues of racism, homophobia, and stereotypical discrimination towards sexuality or disability are discussed and tackled
· Pupils are not overheard using inappropriate discriminatory language and understand why such language is unacceptable.
· Pupils can describe some aspects of school policy (e.g. behaviour), how they have influenced it and how it helps all learners be included.
· Pupils can describe how and when they are consulted and what impact this has
· Pupils think their school is welcoming to all and help to achieve this – they describe how they support this.
· Different needs of some pupils are understood and supported by their peers
· Pupils can describe how the school includes all learners in all activities
· Pupils can describe how the school helps them to be confident, independent, resilient learners
· Pupils feel that school is a safe place to be
· Pupils can describe community involvement within the school/lessons
· Pupils can describe meaningful learning from (knowledge, skills, attitudes) school links, including global links
Learning walk completed by / Name / Role
Date discussed by School leadership Team / Signed off by Headteacher
Key actions to be taken as a result / 1.
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