Spiritual, Moral, Social, and Cultural Development

Rationale

At Joy Lane Primary School, we recognise that the process of development in these four areas and their outcomes are difficult to pinpoint due to the fact that:

Development is not necessarily a smooth, continuous process.
Individuals develop at different rates and in different ways and this is not necessarily related to age.
Changes in pupils’ development may be imperceptible over short periods of time and measurement is neither standardised nor desirable.
All pupils have differing starting points depending on, for example, their life experiences so far and the influences of home, cultural background, personality and peer group.

We also recognise that we are considering 7 years out of a lifetime of development, with no absolute final ending points.
However, with this in mind, as a staff we have considered what ‘development’ in each area might look like in terms of long-term outcomes and how we might best foster opportunities to enhance pupils’ individual growth within them.

Intentions

Self-awareness & self-knowledge – becoming aware of personal strengths, weaknesses, feelings & identity.
Sensitivity & responsiveness – reflecting emotions, past & present issues & moral obligations.
Inner strength & resilience – responding to challenging experiences & change.
Ideals & aspirations – recognising beauty, developing values.Love & relationships – developing relationships, valuing self & others, forgiveness & empathy.
Seeking & striving – through the search for meaning in experiences & aiming to do the right thing.
Reflection – taking the time to stop & think/question experiences & ideas.
See also ‘Promoting British values at JLPS’.

The most recent audit highlighted these examples as a ‘snapshot’ of current practice:

Through the General Life of the School

School ethos: ‘Our School is a safe, friendly, caring, inclusive and respectful community’ as evidenced through the fostering of
relationships based on a fair, caring and consistent approach and mutual respect. Clear expectations, shown by example, through modelling,
role play, positive discipline, evidenced through the ‘feel’ of the School at all times of the day and how we react to different situations – what
we say, do (including when things go wrong). See also Behaviour & Discipline Policy.
Structure & organisation of pupils into different groupings to cater for different needs & purposes – whole school, phases, classes, sets,
groups, pairings, teams. Inclusion is fundamental to who we are & what we represent. See also SEND Policy.
Variety of teaching styles, classroom organisation & environments to foster a culture of positive self-image, teamwork, self-motivation,
questioning & reflection.
A broadly based curriculum which provides a progression in knowledge & skills and the flexibility to respond to the particular needs of our
pupils. See also Curriculum Statement.
Through open communications with parents to enhance mutual understanding for the benefit of our pupils.

Within Specific Lessons/Subjects

English & MFL

Giving expression to personal thoughts, views, beliefs, opinions & feelings in creative writing & drama
Reflecting on their own & others’ stories
Developing sensitivity towards the views & values of others through role play & improvisation
Debating issues & listening to/responding to different points of view
Widening pupils’ awareness of traditional stories & poetry within their own and others’ cultures

Mathematics

Considering the concept of infinity in numbers
Engaging in increasingly challenging problem-solving activities, persevering to overcome difficulties & experiencing pleasure & satisfaction in reaching a solution
Developing an understanding of how mathematics is used in current & past societies

Science

Reflecting & wondering at the order & pattern in the natural & physical world, the vastness of the universe & the variety of life
Raising questions about truth & belief, ethical issues e.g. medicine, genetic modification and ‘progress’
Awareness of healthy lifestyle choices – diet, exercise, drugs – development of self-respect & responsibility

History

Developing empathy through role play & handling artefacts
Considering the consequences of peoples’ actions, choices made in the past & what can be learnt from them
Raising children’s awareness of the cultural traditions of their own & others’ heritages.
Developing an awareness of how societies in the past have organised themselves and how choices have been made according to the values of the time.
Developing a sense of identity and belonging

Geography

Reflecting on the variety of environments & peoples across the world & their similarities/differences
Experiencing awe & wonder at aspects of the natural world
Considering mans’ impact upon the world & discussing hopes & fears about the future of our planet
Fostering an attitude of community & environmental awareness & involvement

RE & PSHE

Becoming aware of some of the ‘ultimate questions’ of life & learning about different World Religions’ perspectives on these
Developing own beliefs & values
Encouraging understanding & respect for those who hold different opinions to themselves
Developing a sense of belonging & community
Sharing & learning from personal & family/community experiences
Using SEAL materials to explicitly teach about concepts such as friendship, personal choices & consequences
Assemblies to encourage whole school messages

Art & Design, Design & Technology

Creating something new (aesthetically pleasing &/or functional)
Reflecting upon & creating an awareness of styles & forms used by people in different times and places
Experiencing visual images which evoke a range of emotions & responses
Questioning technological progress

Music

Enjoying together, a shared commitment a group identity – assemblies, music groups, performances
Affective responses - music as a mood changer - losing 10yourself in music
Experiencing different cultural sounds & rhythms
Rising to the challenge of learning a new instrument or piece of music
Songs with a message

Experiencing the pleasure, exhilaration & aesthetics of mastering a skill, achieving or watching excellence
Learning about own strengths & limitations
Developing self-discipline, commitment & perseverance
Encouraging fair play – abiding by the rules of the game & sportsmanship skills.
Being part of a team
Learning how to relax

Computing

Considering personal safety issues & social interaction through new media
Reflection on the ownership & value of information & ideas

Enrichment themes & opportunities (See also termly Enrichment Maps)

Whole school T6->T1 Transition units e.g. on
• ‘Willy the Dreamer’ children’s book by local author Anthony Browne – investigating themes of hopes & aspirations, disappointment and resilience and creativity.
• Identity - investigating uniqueness, personal histories & geographical roots
• Thinking Skills – investigating personal learning styles, responding to philosophical questions, enjoying the unknown
Investigating our own & other cultures through food, dance, music, customs, interacting with real people of different heritage eg links to Japan, China, Spain, India, France (here & residential visit)Around the World in 40 Assemblies.
Olympic Games – upholding the Olympic ideals, investigating sustainability issues
Visits – to broaden cultural awareness e.g. local places of worship, theatre, museums, art galleries, Olympic park, Houses of Parliament
Visitors to inspire & encourage reflection e.g. Enterprise Week– local business & industry, Assemblies by local Church, Wing Commander Green from Bloodhound, International students, Marine Conservation Society
Volunteers who enrich children’s experiences e.g. Gardeners, Boys’ Reading Club, Librarian, Work Experience
Engagement in community & national/international events & e.g. Bloodhound competition, poetry competition, Science & Eco-challenges, links to Secondary School events & specialist networks, sporting competitions, Prospect Field, Fundraising activities – e.g. Enterprise Week, Walk for Water, Harvest Festival, Sports Relief, PTFA events e.g. School Fair, Christmas shop, talent shows
Opportunities to take on responsibility – classroom jobs, Play Leaders, Eco-Reps, School Council, Sports & House Captains
Clubs eg Construction, Spanish, Film, Sports (various), Art, Boys’ Reading, Science, After school club, Cooking & Choir.
Displays – to stimulate, inform & celebrate
Celebration and class Sharing Assemblies, Pupil Productions – Christmas, Easter & Summer/Leavers’