SMSC
Social, Moral, Spiritual and Cultural aspects of learning is a very important part of a teacher's job. It covers Part two of the teacher standards and as you move along in your career, you will be expected to demonstrate how you have created opportunities for SMSC in your curriculum.
What is SMSC?
A CPD session on SMSC is available here:
SMSC
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There are different ways to exemplify and promote SMSC in lessons, subjects and across a whole school
Exemplifying SMSC
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Promoting SMSC
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Planning for SMSC
Your lessons should, where possible, identify any opportunities for social, moral, spiritual or cultural development. Suggested ways that you may be able to demonstrate this in your lesson planning are as follows:
Pupils’ spiritual development in a lesson will involve the growth of their sense of self, their unique potential, their understanding of their strengths and weakness, and their willingness 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 will have the opportunity to:
Foster their own inner lives and non-material wellbeing
Sustain their self-esteem in the learning experience
Develop their capacity for critical and independent thought
Foster their emotional life and express their feelings
Experience moments of stillness and reflection
Discuss their beliefs, feelings, values and response to personal experiences
Form and maintain worthwhile and satisfying relationships
Reflect on, consider and celebrate the wonders and mysteries of life
Pupils’ moral development in a lesson involves students acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right. They will have the opportunities to:
Reflect on the consequences of their actions, learn how to forgive themselves and others, which are attitudes they need to make moral, responsible decisions and act on them
Recognise the unique value of each individual
Recognise the challenge of life today and the role they play in it
Listen and respond appropriately to the views of others
Gain the confidence to cope with setbacks and learn from mistakes
Take initiative and act responsibly with consideration for others
Distinguish between right and wrongs
Show respect for the environment
Pupils’ social development in a lesson involves students acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global) and an ability to relate to others and to work with others for the common good. The will have opportunities to:
Display a sense of belonging and an increasing willingness to participate
Make an active contribution to the democratic process in each of their communities
Develop an understanding of individual and group identity
Learn about service in the school and wider community
Begin to understand the place they have within society and the role they need to play
Understand the changing nature of society and how this is an opportunity not a threat
Develop their compassion for others in society
Take initiative on wider social issues and establish ways they can help on an individual, local, national and global scale
Pupils’ cultural development in a lesson involves pupils acquiring an understanding of cultural traditions and ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ ways of doing things and curiosity about differences. They will have the opportunity to:
Recognise the values and richness of cultural diversity in Britain and how these influence individuals and society
Recognise world faiths and beliefs and the impact they have on our culture
Develop an understanding of Britain’s’ local, national, European and global dimensions
Broaden their perspective on different communities and cultures within the local area
Interact with different cultures/lifestyles and explore their advantages and disadvantages
You can also exemplify SMSC within starter activities of a lesson by guaranteeing pupil engagement, pace and challenge.
Engagement
The starter does no outlast the concentration span of pupils;
The starter is accessible to all pupils (starter involving complex instructions or extended reading or writing are less likely to engage all pupils quickly)
The starter ‘hooks’ pupils interest – could be mystery, curiosity, novelty or particular relevance
Expectations are made clear e.g. ‘Each group should come up with at least five suggestions in x minutes’
The starter is immediate i.e. First five minutes
The teacher intervenes, where necessary, to promote engagement
Pace
Starters are accessible to all or most learners as soon as they arrive in the classroom
Clear expectations of time frames are set and adhered to
The teacher intervenes to move the lesson forward
Challenge
Activities and questions involve remembering, checking on understanding and applying knowledge (Blooms Knowledge, Comprehension and Application)
Activities and questions that involve higher order critical and creative thinking (Blooms Analysis, Synthesis and Evaluation)
In order to demonstrate SMSC within starters, the activities find out:
What pupils already know and understand
What learners can do (skills)
What learners are aware of (Values and Attitudes)
What pupils already know for the benefit of others
Within the activities, pupils
Connect with prior learning, either to build on what has been learned in previous lessons or to assimilate a new topic or idea
Get to grips with new learning, relating it to some or all of the lesson objectives
Practise or apply subject/generic skills on a little-and-often basis
Build knowledge, understanding, and skills over a series of lessons
Pupils also understand
What is expected
How to get top marks
How to achieve, and progress outstandingly well