ST. ALDHELM’S CHURCH OF ENGLAND PRIMARY SCHOOL

Spiritual, Moral, Social and Cultural Development:

A Policy Statement

RATIONALE: In this Church of England School the ethos is founded on Christian values and beliefs and, in particular, on the unique capacity and worth of each individual.

Spiritual Development needs to be viewed as something fundamental to the human condition which is not necessarily experienced through the physical sense and/or expressed through everyday language. It has to do with relationships, with God for those who believe, and with other people. It has to do with the universal search for individual identity, with our responses to challenging experiences, the search for meaning and purpose in life and for values by which to live.

Moral Development is principally about pupils’ knowledge, understanding, intentions, attitudes and behaviour in relation to what is right or wrong.

Social Development is principally about pupils’ progressive acquisition of the competences and qualities needed to play a full part in society.

Cultural Development is principally about pupils’ understanding of those beliefs, values, customs, knowledge and skills which, taken together, form the basis of identity and cohesion in societies and groups.

Personal development is given high priority in our school and spiritual, moral, social and cultural aspects of development are equally as important as academic development.

AIM: To promote the spiritual, moral, social and cultural development of our pupils.

SPIRITUAL DEVELOPMENT: In order to develop the spiritual aspects of a pupil’s life, the school will provide opportunities for pupils to:

• Experience the spiritual claims of the Christian faith
• Develop a sense of wonder, awe, mystery and joy
• Listen, reflect and puzzle
• Consider their own feelings, likes, dislikes
• Develop personal beliefs and values, and learn to respect the beliefs and values of others
• Show insights into deep questions about life, change and death
• Engage in activities which involve questioning, valuing, envisioning, empathising, imagining

MORAL DEVELOPMENT: In order to develop the moral aspects of a pupil’s life, the school will provide opportunities for pupils to:

• Understand and experience the moral dimension of the Christian faith
• Develop a sense of right and wrong within a supportive environment
• Develop self-esteem and take responsibility for one’s own actions
• Be aware of the needs of others
• Reflect on moral principles

SOCIAL DEVELOPMENT: In order to develop the social aspects of a pupil’s life, the school will provide opportunities for pupils to:

• Develop skills such a co-operation, collaboration, responsibility, team work and initiative
• Understand and experience the rights and responsibilities of individuals within the social setting
• Recognise the need to live harmoniously in a plural society
• Communicate with others with increased effectiveness
• Engage in activities which benefit others
• Use language in a range of groups and contexts
• Write for a range of purposes and audiences

CULTURAL DEVELOPMENT: In order to develop the cultural aspects of a pupil’s life, the school will provide opportunities for pupils to:

• Value their own cultural roots, interests and achievements
• Learn from other cultures
• Engage in discussions about different cultural practices and lifestyles
• Demonstrate knowledge about their own culture and its practices

PRINCIPLES OF TEACHING AND LEARNING: Spiritual, Moral, Social and Cultural Development will be achieved through the whole curriculum, which includes the subjects taught and the activities and experiences that make up the broader curriculum.

The word ‘development’ suggests that the child can make progress. This is not necessarily a linear process. The following steps illustrate a possible path of progression:

• Recognising the existence of others as independent from oneself
• Becoming aware of, and reflecting on, experience
• Questioning and exploring the meaning of experience
• Understanding and evaluating a range of possible responses and interpretations
• Developing personal views insights
• Applying the insights gained with increasing degrees of perception to one’s own life

(Source: Spiritual and Moral Development. SCAA 1995)

CONCLUSION: The success of this policy will be determined by viewing our children as they work and play in the school community. The quality of relationships and responses to the world around them will indicate the extent to which the school is fulfilling our aim.