Spiritual, Moral , Social and Cultural Development

The promotion of pupils’ spiritual, moral, social and cultural development is at the heart of our school’s ethos, as reflected in our vision and aims.

Through this policy, we aim to support the development of pupils as unique individuals, enriching and broadening their experiences, values and beliefs.  In addition, we aim to provide opportunities for the pupils to extend their understanding of, and respect for, the experiences, values and beliefs of others.

As teachers, support staff and school governors, we will promote the spiritual, moral, social and cultural development of all children in our school through our curriculum, through daily assemblies and through our focus on developing positive, respectful relationships.

Spiritual Development

‘Spirituality is... the strangeness and wonder lying just below the surface even in the commonest things of daily life.’ – Bertrand Russell

Opportunities to:

  • develop knowledge and insight into values and beliefs;
  • reflect on experiences in a way which develops spiritual awareness and self-knowledge;
  • develop understanding of self and others.

Spiritual development is not linked solely to a particular doctrine or faith and should be accessible to everyone

Moral Development

Acquiring knowledge and understanding of right and wrong is central to moral development.  From this, pupils develop a standpoint from which to make judgements and decisions about how to behave themselves and to consider the behaviour of others, both in the school community and in wider communities.

Social Development

The social development of pupils is concerned with their ability to recognise that individuals are interdependent.  It is about their ability to understand the implications of their actions, both short term and long term for themselves, for other individuals, for the whole group and for society.

Cultural Development

Culture refers to the variety of lifestyles and choices individuals and groups engage in and the ways in which individuals or groups live their life both consciously and subconsciously.  For example: life-styles and choices may refer to shared values, faith/religious practices, musical tastes, shared symbolism and expression.

Opportunities to:

  • learn about, and participate in, the pupils’ own cultural traditions;
  • learn about, and appreciate the richness and diversity of, traditions from other cultures