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Social, Moral, Spiritual and Cultural Learning at Normandy - SMSC

SMSC is an integral part of every child's learning, focusing on the four main areas:

 

  • Social
  • Moral
  • Spiritual and
  • Cultural

 

We aim to promote the children's access to a wide range of opportunities and cultural capital.

SOCIAL

Social development is defined as being:-

 

  • Pupils need to learn, work and socialise with pupils from different religious and ethnic backgrounds. This also includes a variety of socio-economic backgrounds.
  • They need to learn social skills such as cooperation, participation, turn taking and sharing.
  • Also they need to learn how to resolve conflicts effectively and what strategies to use.
  • Finally they should be able to talk about how different communities and societies work.

MORAL

Moral development is defined as being:-

 

  • Children need to recognise the difference between right and wrong, particularly in their own lives.
  • Furthermore they need to understand that there are consequences to their actions at all times.
  • The children must have an interest in investigating moral and ethical issues and offer reasoned views on local, national and global issues.
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SPIRITUAL

Spiritual development is defined as being:-

 

  • Interested in and respectful of different people's beliefs, values and feelings.
  • Having a sense of awe and wonder that is linked to an enjoyment and fascination in learning of all kinds.
  • Children using their imagination and creativity in all their learning.
  • Children reflecting on their learning and experiences and being able to say how they can be made even better.

CULTURAL

Cultural development is defined as being:-

 

  • All children should be aware of their own cultural  heritage and how this makes them unique and special.
  • This can be enhanced by the children participating in a range of cultural opportunities that include Music, Sport, Art, Numeracy and Science and Technology.
  • Cultural diversity needs to be celebrated and explored in local, national and global contexts.
  • So the children's attitudes and values will reflect their acceptance, understanding and respect for cultural diversity.
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