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St Peter's School

SMSC

 

 

Following the visit by 19 Chinese students in the Spring and Summer terms of 2016 the host agency gathered the following feedback:

100% of the students would visit St Peter’s again and complete another 12 week placement if they could.

"PE was great fun, I have never been to a field like that before, it was full of green & the birds are not afraid"

"I love ST PETERS SCHOOL!"

"I love my buddies, they're really nice. I love the lessons too, they are interesting. I love the teachers, they are friendly".

" All the teachers and students are welcoming".

Why is Spiritual, Moral, Social and Cultural (SMSC) education important?

Britain is an increasingly diverse and varied country that is Great because of the wide range of people, cultures, beliefs and ideas that come together to create modern Britain. We believe that in order for our students to be able to participate fully in 21st Century Britain that we need to help them develop the skills and confidence to understand other people and to be able to work with each other for everyone’s benefit.

There is a clear link between our work to develop students SMSC and our drive to promote British Values.

What is meant by SMSC?

Guidance issued to schools describes each aspect of SMSC in detail, shown below.         

The spiritual development of pupils is shown by their:

  • Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in 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 those of others.
  • Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain.
  • 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, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

 

How does St Peter’s School help students SMSC development?

Our values and the spiritual, moral, social and cultural contexts and background to them for each individual or group are part of modern British life and as such they are evident in our daily interactions within the school community. In this list we have identified key areas where the values could be seen on a day to day basis at St Peter’s. All elements of SMSC are also taught as skills and ideas during the KS3 PDLS (Personal Development and Learning Skills) curriculum and are reinforced in collapsed sessions during KS4 and KS5.

 

Spiritual development:

Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.

Students work in RE focuses on understanding different religions and beliefs from around the world.

During PDLS, Assembly and Tutor time activities students discuss and reflect on current and more general issues and learn to empathise with the views of others.

Students work in a multi-cultural school and are expected to demonstrate their high levels of respect to all other members of the school community.

 

Sense of enjoyment and fascination in learning about themselves, others and the world around them

In all subjects teachers seek to stimulate students’ intellectual curiosity and use these to develop their knowledge, skills an understanding.

Students are encouraged to participate in extracurricular activities to continue their development in areas that they find most compelling.

Students are regularly taught outside the classroom and are taken on educational visits to broaden their experience and understanding of the world.

Tutor groups have worked together to celebrate the nationalities within their groups . For example with the door competition in July 2015.

We regularly welcome visiting students from around the world to join us in lessons at St Peter’s. For example in July 2015 we worked with 35 visiting Taiwanese students  for a fortnight, September 2015 and July 26 two groups of 25 visiting Spanish students and in from May –July 2016 a group of 20 Chinese visitors.

 

Use of imagination and creativity in their learning

As a higher order thinking skill creativity is embedded in many subjects across the curriculum and students are encouraged to solve problems in innovative ways to develop their skills and understanding.

Art, Design and Technology, Music and Drama lessons teach explicit lessons on increasing creativity in response to tasks.

 

Willingness to reflect on their experiences.

Students are encouraged to reflect on their work and make improvements utilising the feedback from staff.

Students are elected to the student council where they can help to shape the school community drawing on the thoughts of the entire student body.

During PDLS, Assembly and Tutor time activities students discuss and reflect on current and more general issues and learn to empathise with the views of others.

 

 

Moral development:

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 and understanding of the consequences of their behaviour and actions.

St Peter’s makes clear its expectations for behaviour and attitude and expects students to meet these requirements at all times of the school day. Students are well aware of the rewards for positive behaviour and the sanctions for failing to meet expectations. This clear between actions and consequences prepares students well for adult life.

Through school assemblies and PDLS lessons students are taught how to earn trust, respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it is difficult.

The local PCSO attached to our school talks to the students and explains his role in our society.

Students who fail to meet the behaviour expectations spend time in the School’s Isolation and Alternative Provision facilities working on restorative justice and learning to learn tasks.

 

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.

During PDLS, Assembly and Tutor time activities students discuss and reflect on current and more general issues and learn to empathise with the views of others.

Students work in a multi-cultural school and are expected to demonstrate their high levels of respect to all other members of the school community.

 

Social development:

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.

Students work in a multi-cultural school and are expected to demonstrate their high levels of respect to all other members of the school community.

Tutor groups are vertically organised so that students build relationships with students in a variety of years in social and more formal group based work sessions.

In lessons students complete work in a variety of ways, individually, in pairs of in groups and this build their ability to work as an effective team member with other students as well as their skills and knowledge in the subject area.

Students at St Peter’s speak a wide variety of languages (approximately 30) but mix with each other in lessons and at social times.

Some students benefit from additional work in Alternative Provision on their social skills.

 

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.

Students are encouraged to plan for their own futures by working with our IAG (Information, Advice and Guidance) team and are given opportunities to work as groups but also individually to show case their skills and talents.

There are a wide range of extra-curricular clubs and activities to choose from for students to develop their skills in a variety of communities. Students are encouraged to take opportunities to follow their interests in art, music, sport and drama through extracurricular opportunities like Arts Award or school productions.

Many students work out of the school on school based initiatives to improve themselves or the local community including Duke of Edinburgh award schemes, Kick Ash Mentoring and Anti Bullying Mentoring.

The use of “no hands” questioning by staff means that students from all groups are targeted in each lesson. The school actively encourages all students to Learn, Achieve and Exceed and is proud that students leave school ready for work or further education.

The attainment gaps have narrowed each year as students have been pushed to overcome their barriers to learning.

 

 

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.

See British Values document.

 

Cultural Development:

Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others.

During PDLS, Assembly and Tutor time activities students discuss and reflect on current and more general issues and learn to empathise with the views of others.

Students work in a multi-cultural school and are expected to demonstrate their high levels of respect to all other members of the school community.

Students’ cultural backgrounds are seen as a learning resources by staff and students and are used to widen the context of learning in lessons.

 

Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain.

St Peter’s has around 1000 students who speak more than 30 languages. We educate students from a wide variety of backgrounds, whether that difference is race, religion, sexuality, social or economic. All students at St Peter’s are treated as equals and are taught that we should treat each other as we would treat our friends or family. Students who compromise the rights of others have clear consequences for their actions.

We have a clear no bullying policy and actively promote the way that all members of the community should treat each other.

St Peter’s is a no shouting school.

We have high expectations about student conduct and this is reflected in our Behaviour Policy.

Through our school values, lessons (in particular PDLS & PE) and tutor time students are taught to respect each other, to be co-operative and collaborative, be supportive and to look for similarities while being understanding of differences.

Tolerance of different faiths and beliefs is promoted through the RE curriculum. Students learn about different religions, their beliefs, places of worship and festivals.

 

Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.

Students, regardless of their background, are encouraged to participate actively in learning and extra-curricular activities. The use of “no hands” questioning by staff means that students from all groups are targeted in each lesson. The school actively encourages all students to have high aspirations and is proud that students leave school ready for work or further education.

The attainment gaps have narrowed each year as students have been pushed to overcome their barriers to learning.

Each tutor group has elected Student Council representatives who form the Student Council. The Student Council meet monthly to discuss key issues within the school and have been pivotal in recent changes – for example the addition of skirts to the school uniform policy.

Students are also involved in interview panels for new staff and their views and input are respected.

The 6th form team, led by the Head Boy and Head Girl lead the Student Council and a range of charity initiatives around the school.

We encourage volunteerism in and out of school. This includes things like sports leaders and raising money for local and national charities.

The school ran a Mock Election in 2015 to model the general election and an EU referendum in 2016. It runs political events each year mirroring those that adults in the UK are involved in.

 

Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.

Students, regardless of background are encouraged to participate in a wide range of extra-curricular clubs and activities to develop their skills in a variety of areas. Students are encouraged to take opportunities to follow their interests in art, music, sport and drama through extracurricular opportunities like Arts Award or school productions.

The KS3 curriculum ensures that students experience a broad and balanced curriculum before focussing their attention on their GCSE subjects in Year 10.

All students participate in Sports Day and in Guild Sports events in some capacity with the most able all round athletes given the chance to excel and compete at Victor Ludorum.

 

 

Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Students work in RE focuses on understanding different religions and beliefs from around the world.

During PDLS, Assembly and Tutor time activities students discuss and reflect on current and more general issues and learn to empathise with the views of others.

Students work in a multi-cultural school and are expected to demonstrate their high levels of respect to all other members of the school community.

 

SMSC Audit

SMSC is taught in lessons across the school on a daily basis the table below gives an example of where different subjects cover different aspects of SMSC.

SMSC is part of all learning walks and lesson observations across the school. This has led to a significant improvement in the quality of SMSC provision.

 

SMSC and British Values across the curriculum

Subject

 

 

Year Group

7

8

9

10

11

12

13

Defining spiritual, moral, social and cultural development

 

The spiritual development of pupils is shown by their:

Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values

RS
Drama

RS

RS
Art
History
French

French
Science
Y10

Science

ICT

 

Sense of enjoyment and fascination in learning about themselves, others and the world around them

History
DT
French
Music
Drama

History
DT
French
Music
Drama

History
DT
French
Music
Drama

Hums
DT
French
German
Music
Drama
Y10

Hums
DT
French
German
Music
Drama

Hums
DT
ICT
Music
Drama
Pyschology

Hums
DT
Music
Drama

Use of imagination and creativity in their learning

ICT
Hums
DT
Dance
French
Drama

ICT
Hums
DT
Dance
Drama

ICT
Hums
DT
Dance
French
Drama

ICT
Hums
DT
French
German
Drama
Y10

ICT
Hums
DT
French
German
Drama

ICT
Hums
DT
Drama

ICT
Hums
DT
Drama

Willingness to reflect on their experiences.

Art
PE
Hums
Music
Maths
French
Drama

Art
PE
Hums
Music
Maths
Drama

Art
PE
Hums
Music
Maths
French
Drama

DT
PE
Hums
Music
Maths
French
German
Drama

DT
PE
Hums
Music
Maths
French
German
Drama

DT
Hums
Music
Maths
Drama

DT
Hums
Music
Maths
Drama

 

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

Music
PE
History

Music
PE
History

Music
PE
History
French

Music
PE
History
German
DT
Y10

Music
PE
History
German
DT
ICT

Music
DT
ICT
Pyschology

Music
Sociology
DT

Understanding of the consequences of their behaviour and actions

Music
Maths
DT
PE
Drama

Music
Maths
DT
PE
Drama

Music
Maths
DT
PE
French
Drama

Music
Maths
DT
PE
French
Y10
Drama

Music
Maths
DT
PE
French
Drama

Music
Maths
Pyschology
Drama

Music
Maths
Drama

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.

Hums

Hums
Drama

Hums
French

French
German
Y10
Science
Drama

French
German
Drama
ICT

Sociology
ICT
Pyschology
Drama

Art
Sociology
ICT
Drama

 

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

Art
PE
DT
French
Hums
Music
Maths
Drama

PE
DT
French
Hums
Music
Maths
Drama

PE
DT
French
Hums
Music
Maths
Drama

PE
DT
French
Hums
ICT
German
Music
Maths
Drama
Y10

PE
DT
French
Hums
ICT
German
Music
Maths
Drama

Sociology
Music
Maths
Drama

Sociology
Music
Maths
Drama

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

Music
Maths
PE

Music
Maths
PE

Music
Maths
PE
French

Music
Maths
PE
French
German
ICT
Y10

Music
Maths
PE
French
German

Music
Maths
Drama

Music
Maths
Drama

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.

DT
Music
History
Drama

DT
Music
History
French
Drama

DT
Music
History
French
Drama

DT
Music
History
French
Drama
Y10
Science

DT
Music
French
Science
Drama

DT
Music
History
Pyschology
Drama

DT
Music
Drama

 

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 those of others

Art
Hums
French
Music

Art
Hums
DT
Music
Drama

Hums
French
Music

Hums
French
DT
German
Music
Drama
Y10

Hums
French
DT
German
Music
Drama

Hums
DT
Music
Drama
Pyschology

Hums
DT
Music
Drama

Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

Art
PE
Hums
Music

PE
Hums
DT
Music

PE
Hums
French
Music

PE
Hums
French
German
Music
Drama

PE
Hums
French
German
Music
Drama

Hums
Music
Drama
Pyschology

Hums
Music
Drama

Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

Hums

History
French

 

 

 

 

 

Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities

PE
Music
Drama

PE
Music
Drama

PE
French
Music
Drama

PE
French
DT
Music
German
Drama
Y10

Art
PE
French
DT
Music
German
Drama

Music
DT
Drama

Music
DT
Drama

Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Music
Maths
RS
Dance

Music
Maths
RS
Dance
French

Music
Maths
RS
Dance
French
Drama

Music
Maths
French
German
Drama
Y10

Music
Maths
French
German
Drama

Music
Maths
ICT
Drama

Music
Maths
Drama

 

The tolerance of pupils is shown by their

 

Tolerance of and respect for people of all faiths (or those of no faith), races, genders, ages, disability and sexual orientations (and other groups)

Art
PE
Music
Maths
Drama

PE
French
Music
Maths
Drama

PE
French
Music
Maths
Drama

PE
French
German
Music
Maths
Drama
Y10

PE
German
Music
Maths
Drama

Music
Maths
Drama

Music
Maths
Drama

Confidence to participate as young people positively in life in Modern Britain by showing support for their local and wider community unbouded by faith, race, gender, disability or sexual orientation.

PE
Music

PE
Music

PE
Music
French

PE
Music
German
Y10

PE
Music
French
German

 

 

 

The British Values of pupils is shown by their

 

Understanding and application of the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs

 

 

French

French
German

German

 

 

News

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