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Spiritual Moral Social and Cultural

At Harry Watts Academy, we recognise that the spiritual, moral, social and cultural element of children’s education is crucial to their development as an individual, allowing them to maximise their empathy and understanding and to take their rightful place in the wider community as local, national and global citizen.

SMSC is about the values pupils are encouraged to hold as well as their attitude towards learning, knowledge and society. SMSC is fundamental in preparing children for the wider world. We therefore aim to provide an education that affords pupils with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive, caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of a range of cultures.

All subjects provide opportunities to promote SMSC. A significant contribution is also made by the school ethos and effective relationships throughout the school. Explicit opportunities to promote pupil’s development in these areas are provided in Religious Education which is covered via our culture and enrichment timetable, Pathway assemblies, PSHE, student council and other curriculum and extra-curricular activities.

Pupils’ spiritual development is shown by their:

ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their knowledge of, 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

Where will spiritual development be promoted at Harry Watts Academy?

School Assemblies
Enrichment and RE curriculum
PSHCE curriculum
Educational visits

Pupils’ moral development 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

Where will moral development be promoted at Harry Watts Academy?

Positive Behaviour plans
Individual pupil’s transactional support
Behaviour Monitoring
Behaviour working group
School rules
School council
Reward systems
Healthy schools agenda
Safeguarding
Thrive
SCERTS and EHCP targets
Educational visits
Extra-curricular activities (e.g. football team)

Pupils’ social development 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, developing and demonstrating skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Where will social development be promoted at Harry Watts Academy?

School Assemblies
Whole school ethos and approach
PSHCE curriculum
Social and Emotional skills lessons
Theme days and events
Class observations
EHCP and SCERTS targets (social communication and emotional regulation)
THRIVE targets
School council
Total communication policy
Community engagement including travel training
Life skills -Preparation for Adulthood skills
Educational visits
Extra-curricular activities

Pupils’ cultural development 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

ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
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 respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities