Welcome to

Cockton Hill Junior School

  1. Curriculum
  2. Curriculum Content
  3. SMSC

SMSC

What is SMSC?

SMSC stands for Spiritual, Moral, Social and Cultural Development. It can be seen across school activities and draws together many of the areas of personal development.

SMSC at Cockton Hill Junior School:

The spiritual development of pupils is shown by their:

  • ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • knowledge of, and respect for, different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences

The moral development of pupils is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest  in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

The cultural development of pupils is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • ability to recognise, and value, the things we share in common across
    cultural, religious, ethnic and socio-economic communities
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

At CHJS, we promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs through our provision of SMSC.

Use of restorative questioning will help children to reflect on decisions made and the impact of actions on themselves and others.

Throughout school life, we actively plan opportunities to promote pupils’ spiritual, moral, social and cultural development and the fundamental British Values are an integral part of this. We use a range of resources and promote awareness days in our weekly ‘We Believe’ time and assemblies. We develop continuous provision to nurture the children in our school and offer many opportunities to promote safe discussion based around SMSC qualities and British Values. Here are some examples of how SMSC is developed across the curriculum - both subjects and wider curriculum.

Spiritual Moral Social Cultural
English

Children reflect on the beliefs of characters

Range of representation through texts explored linked to protected characteristics

Develop experience of the world through reading and writing

Reading cafes held with parents/carers

Questioning based on the actions of characters 

 

Reading cafes - working with peers and adults

Author visits - engaging with new people and asking them questions

Library visits

Exploring different cultures through chosen texts, e.g. Marcy and the Riddle of the Sphinx, Rumaysa

Maths

Finding shapes and patterns in maths linking to creativity

Reflect on experiences through reasoning

Maths workshops held with parents/cares

Reasoning and logical thinking supports understanding of others' views

Maths workshops - working with peers and adults

Collaborative learning across maths lessons, 'we do' section of learning

Learning how the number system changed, e.g. Roman numerals

Maths structure is similar across the world

Science

Space topic explores origins of the universe

Space topic - how Gallileo and Copernicus were persecuted because of their beliefs

Sense of enjoyment and fascination developed about the world

Learning about safety - how this can impact on others, e.g. sun safety

Y6 breeding cows - ethical issues

Looking after the environment - Y4 habitat topic, Y6 harmful substances

Collaborative learning with paired and group work

Explore a range of scientists from different cultures

Visit to a museum - Life Centre

History Historical beliefs are compared in other time periods, e.g. arrival of Christianity Explore how beliefs about women and children have changed over time, e.g. children in jobs, women during WWII

Explore how British Values have changed over time - democracy, rule of law and individual liberty

Collaborative learning with paired and group work

Explore how cultural differences have shapes Britain, e.g. the 'Romanisation' of Britain

Visits out of school - Binchester Roman Fort, Beamish, Shildon Railway Museum, Auckland Castle, Mining Art Gallery

Geography Sense of enjoyment and fascination developed about the world Consequence of actions - climate change

Collaborative learning with paired and group work

Engage with members of the community through fieldwork, e.g. Bishop Auckland town visit in Y3, supermarket visit Y6

Develop understanding of the local area and the wider world

RE

Learning about the beliefs of others and their respect for that

Visits to places of worship and Faith Museum

Respecting the differences in others knowing that the rights and wrongs of others impact on lives and consequences in place

Openness to other religions and abstract concepts

Encouraging children to build views moving from family/community views

Visit to Eden House Care Home Y5

Learning about different religions and cultures

Respecting British Values

Visits to places of worship and Faith Museum

Art

Develop imagination and creativity with their own artistic interpretations

Reflect on how art makes them feel

Y4 Spanish Art Gallery visit

Understand the viewpoints of others when considering how art makes them feel Collaborative learning with paired and group work

Respond to different pieces of art

Y4 Spanish Art Gallery visit

DT

Consider the user for their product, e.g. playgrounds and pop-up books

Develop imagination and creativity through the design process

Reflect on their own work by evaluating it

Risk assessment developed with children to use tools safely, e.g. saws/glue guns

Collaborative learning with paired and group work

Visit to Bishop Auckland College - communicate with others out of the school environment

Participate in artistic opportunities
Music

Develop imagination and creativity with their own interpretation in music

Identify what we like and dislike about music

Appreciate opinions of others and what they like and dislike

Understand how lyrics can convey meaning

Collaborative learning with paired and group work - composing music together

Singing for a purpose, e.g. Christmas events

Awareness of music from around the world, e.g. reggae
French Celebration of Easter (Mardi Gras) Use a range of social skills to work with others through partner and group work

Learn about other cultures (French speaking countries)

Explore similarities and differences between UK and France, e.g. school life

Study Henri Matisse (art) and sport

PE Reflect on their experiences in team games and dance/gymnastics activities to improve performance

Know the consequences of behaviour and actions

Explore rules of sports games and follow these

Teamwork skills and resolving conflict

OAA - development of communication

Active Week 

Y4 - Indian Dance

Explore British and international athletes

Computing

Online safety - using beliefs to guide them in being safe online

Respects views and opinions of others online

Tolerating being kind online

Know the consequences of the law throughout online actions

Understand the importance of how to use computers safely

Consequences of what may be written online

Collaborative learning with paired and group work

Develop positive attitudes that allow them to engage with others online

Positive towards the work of others in Computing and that we respect differences in this

Recognise that is acceptable to show preference in Computing

We Believe

Reflect on their own beliefs such as their own identity

Recognise right from wrong - consent, know what happens when you break the law

Understand consequences of behaviour and actions - what happens when you break the law, restorative approach used in school

Know how to keep bodies safe - first aid training, sun safety, oral hygiene

Collaborative learning with paired and group work

Communication development through class discussions

Mutual respect for those of other faiths

Know about the UN Convention on the Rights of the Child

Know about the role of charities and local councils in the community

Contribute to society through recycling and considering the environment

Know about the parliamentary system and discuss with our local MP

Visit from a local councillor

OPAL

Creativity is developed through loose parts areas and craft

Enjoyment and fascination developed through the wide range of OPAL activities

Play charter has been developed by pupils to show moral decision and consequences for behaviour

Children have the opportunity to work with a wider group of peers

Communication skills are developed 

Pupils are encouraged to resolve conflict effectively using the restorative approach

Understand differences between peers through play

Opportunities for artistic, musical and sporting opportunities

Extra-curricular/beyond the classroom

Sense of enjoyment and fascination developed through range of after-school clubs, e.g. yoga, hockey, quiz

Explore rules of sports games and follow these

Breakfast club - communication with wider group of peers

Democracy - children vote for clubs and activities they would like

Participate within many different groups