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SMSC
Defining spiritual, moral, social and cultural development:
Spiritual:
Explore beliefs and experience; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect.
Moral:
Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.
Social:
Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.
Cultural:
Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity.
SMSC at Harris Academy South Norwood
Tutorial Programme
- Current Affairs
Current Affairs is weekly tutorial activity examining a topical and current news story. Topics cover an extensive range of subjects which develop students’ spiritual, moral, social and cultural understanding, including politics, media and religion. Information is presented without bias, challenging students to discuss and debate issues taking place across the world as well as in Britain. Students are encouraged to interrogate the moral, cultural, spiritual and social aspects of the world around them. They develop a balanced point of view and empathy for those in the wider and local environment.
- FLICKS
- Faith
- Lifestyle
- Inclusion
- Culture
- Knowledge
- Society
FLICKS is a weekly tutorial activity where students explore more about the culture within modern Britain, their rights as citizens in the UK, local and wider environmental issues, developing themselves as individuals, the lifestyle they lead, understanding right from wrong, developing enterprise and celebrating differences in our richly multicultural and diverse society.
Assemblies
Assemblies at Harris Academy South Norwood foster a sense of enquiry and interest in a range of religious, spiritual, moral, social, cultural and wider life issues, and provide clear guidance on what is right and wrong. They link to identified key themes for each term for the assemblies and are included in the schemes of work for the RE programme and tutor based activities. Each assembly encourages a sense of community and loyalty to the Hub and the Academy underpinned by a community spirit, a common ethos and shared values. Each week offers the opportunity of a public platform to encourage and celebrate individual and collective successes. There is also the opportunity for collective worship and reflection on the beliefs and values of mainly Christian and other world faiths.
Engaging with the local community
- Work experience: Students in Yr10 develop a range of skills related to the world of work when they participate in Work Experience. Students are given positions in the local and wider community in order to gain valuable social skills and experience of the world around them.
- Guest speakers: Visiting speakers to the Academy enable our students to gain first-hand knowledge of charities and businesses in the local community.
- Celebrations open to the public: Our very popular musicals and Rewards Evenings are open to members of the public to attend, forging social and community engagement.
Enrichment programme
Our Enrichment programme provides extra-curricular activities designed to be fun and enhance our students’ experience at the Academy. Our students extend their learning beyond that of the standard curriculum in an environment that caters for and challenges all. They develop a range of essential skills that will help them become active, enterprising and well-rounded individuals. Students are expected to attending at least one Enrichment activity on a weekly basis each term where they will enjoy a range of fun activities in a social setting. Activities include BBC School Report, Enterprise Club, FitBody Bootcamp, Eco Club, Harmonise, Have I got news for you, Taekwondo, STEM Club and Street Dance Club.
Innovation weeks
Innovation weeks are three separate, week-long, intensive learning experiences which are linked to students’ passions, aspirations and development needs. Two and three day projects are available and students choose two projects that most interest them. Many of the projects involve trips, visits and guest speakers and will involve students in exploratory, experiential learning that exceeds what is possible under a normal curriculum. The aim is to dramatically enhance their sense of themselves as a learner and what it might be possible to achieve.
Student Leadership
Student Leadership is the individual and collective perspective and actions of young people within the context of learning and education at Harris Academy South Norwood. Students vote for their form representatives and apply for student leadership roles across the Academy. Our young people are empowered to give their opinions and suggestions on Academy life in an open, democratic, secure and constructive way.
Religious Education and Philosophy
The curriculum for Religious Education (RE) and Philosophy is broad and well-balanced, promoting the spiritual, moral, cultural, mental and physical development of students, and helping to prepare them for the opportunities, responsibilities and experiences of later life. Our RE themes involve respect, self-esteem, appreciation and wonder and open-mindedness. We offer a balanced approach to students’ religious education which is broadly Christian, but encompasses all major faiths.
Respect:
- One’s own beliefs, values and traditions
- Those that have different beliefs and customs
- The rights of others to hold their own views without embarrassment, ridicule and intimidation
- caring for each other, the environment and the needs and concerns of others
Self esteem:
- affirming the uniqueness of each person
- developing a mature sense of self-worth and value
- developing the confidence to ask important questions of meaning
- developing the ability to reflect
Appreciation and wonder:
- developing a personal interest in ultimate questions
- The desire to search for the meaning of life
- developing a sense of awe, wonder and appreciation
- Willingness to ask questions and to explore
- Curiosity and a desire to seek after the truth
Commitment:
- understanding the importance of commitment to a set of values by which to live
- Willingness to develop a positive approach to life
- The ability to learn, while living with certainty and uncertainty
Open mindedness:
- listening to the views of others without prejudging the response
- Careful consideration of the views of others
- Willingness to consider evidence and argument
- Readiness to look beyond superficial impressions or stereotypes
- being prepared to reconsider existing views
|
CONTRIBUTION OF: |
Spiritual |
Moral |
Social |
Cultural |
EXAMPLE OF SMSC |
|---|---|---|---|---|---|
|
ENGLISH |
Enabling all students to understand and engage with feelings and values embodied in high quality poetry, fiction, theatre and film
|
Improving students’ awareness of moral and social issues in fiction, journalism, magazines, radio, theatre and film
|
Forging expertise in language, as an important aspect of individual and social identity
|
Aiding students to understand how language changes over time, the influences on spoken and written language and the ever changing social attitudes to the use of language
|
S: BBC Broadcasting House visit
M: Myths and Legends (Yr7)
S: Spelling Bee Federation Competition
C: Visit to House of Commons (IW)
|
|
MATHS |
explaining the underlying mathematical principles behind natural forms and patterns |
Using logical reasoning to consider the consequences of particular decisions and choices and helping students learn the value of mathematical truth |
Combining to work on complex mathematical tasks. Students understand that the team result is better than separate achievement |
Appreciating that mathematical thought contributes to the development of our culture and is becoming increasingly central to our highly technological future. Students also recognise that mathematicians from many cultures have contributed to the development of modern day mathematics |
S: Tessellations (Islamic Art)
M: Controversial data (pregnancy/domestic violence) Yr8
S: BASE competition
C: Celebration of World Maths Month, including World Maths Day |
|
SCIENCE |
Respecting different values opinions and how this impacts upon the scientific world
Understanding that scientific developments are often the product of many people’s work
|
Appreciating moral dilemmas that can result in scientific breakthroughs
|
Creating an awareness of Science and Technology impact upon society and the environment
|
Engaging students in order that they reflect on the wonder of the natural world
|
S: Organisation of life, theory of evolution, space and the Big Bang Theory (Yr7)
M: Reflection and debate on Stem Cell research, genetic engineering and cloning KS4
S: Greenwich Observatory visit
C: London Dungeons visit
|
|
MFL |
Developing an understanding of the way in which people use language as a means of expression
Understanding different people’s faith, feelings and values
|
Forging expertise in language, as an important aspect of individual and social identity
Developing listening skills through oral/aural work
|
Improving social skills through group activities and communication exercises
|
Understanding different lifestyles, cultural traditions, moral and social developments of other people
Create an understanding of how language develops over time, the influences on spoken and written language and the ever changing social attitudes to the use of language
|
S: Laïcité Yr12 SOW
M: Leonetti Law (Euthanasia)
S: French Institute Visit
C: Visit to Nice, France (IW) |
|
ART |
Evoking feelings of 'awe' and 'wonder' and interpreting others’ feelings and how these are displayed
|
Studying artists with a spiritual or religious theme and issues raised by artists which concerns ethical issues
|
Allowing students an opportunity to reflect on nature, the environment and their surroundings
|
Developing students' aesthetic appreciation
|
S: Identity module in SOW (Yr8, 9, 10)
M: V&A visit (Sketching architecture)
S: Horniman Museum visit
C: Cultural ceramics in SOW (Yr7)
|
|
HISTORY |
Giving students opportunities to reflect on issues such as slavery, the holocaust and Imperialism
|
Showing appreciation of the moral implications of the actions of historical figures.
|
Showing awareness of the creation and evolution of British society
|
Analysing the impact of nations on our culture and traditions |
S: Natural History Museum visit (IW)
M: The Death Penalty (Yr11), slave trade and Holocaust survivor visit (guest speaker)
S: Battlefields visit (France and Belgium)
C: Immigration in Britain (Yr9)
|
|
GEOGRAPHY |
Reflecting on the creation of earth and its’ origins, future and diversity
|
Appreciating the fair distribution of the earth’s resources and issues surrounding climate change
|
Studying and understanding the social characteristics of society
|
reflecting on the cultural characteristics of society
|
S: 100 Schools in 100 days Rwanda project
M: Equality and studying developing countries
S: Eco Plan (IW)
C: World Environment Day
|
|
RE |
Learning about beliefs, values and the concept of spirituality Reflecting on the significance of religious teaching in their own lives
|
Developing respect for the right of others to hold beliefs different from their own
|
Showing an understanding of the influence of religion on society
|
Fostering an appreciation and understanding of different cultures, religions and traditions
|
S: Reflections of Christianity & world religions
M: Conflict and Human rights (Yr7-13)
S: Wedding re-enactment (IW)
C: Major festivals across the world (Yr8
|
|
BUSINESS |
Supporting the faiths of all employees and encouraging spiritual values
|
Understanding the importance of morality in business conduct |
Appreciating human achievement and advances in technology
|
Understanding the importance of cultural diversity and the business benefits of an international point of view
|
S: Business motivations
M: Minimum wage, child labour (Yr12/13)
S: Oxford Street visit (IW)
C: Business of Football
|
|
PE |
Developing a sense of enjoyment and fascination in learning about themselves, others and the world around them. Using imagination and creativity in their learning, and showcase a willingness to reflect on their experiences |
Understanding a code of conduct, etiquette, handshake before and after matches, applauding the opposition, fair play, unwritten rules and sportsmanship. Abiding by the rules and regulations, gaining a good understanding of the consequences of their actions |
Including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds. Showing an eagerness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively |
Participating in a range of activities which originate in a variety of countries across the world, representing a gamma of cultures |
S: Dance and gymnastics (Yr7)
M: Respect in Sport (Yr7-11)
S: HASN Sports Day & Federation Sports Day
C: Twickenham stadium visit (IW)
|
|
MUSIC |
Looking at the way music can change moods and behaviour |
Developing an understanding of what is universally right or wrong, covering topics such as slavery, and prejudice |
Considering the role of music in society and to see how music can cause conflict and differences of opinion
|
Teaching that encourages pupils to be open to the music of other cultures
|
S: Gospel music and lyrics (Yr8)
M: Slave Trade(Yr7)
S: Hairspray the musical
C: World Music (Yr7, 8, 9, 10) |
