Spiritual, Moral, Social and Cultural
We believe that the Spiritual, Moral, Social and Cultural aspects of learning are as important as the knowledge and skills gained in academic subjects. We provide children with Spiritual, Moral, Social and Cultural learning opportunities across the curriculum, which helps children to 'Grow and Achieve in God's Love'.
Please see below for further details regarding some of the ways that we do this.
Subject |
We promote spiritual development |
We promote moral development |
We promote social development |
We promote cultural development |
Maths |
By making connections between pupils’ numeracy skills and real life; for example, pie charts could compare how a child in Africa spends her day with how children in the UK spend their time.
By considering pattern, order, symmetry and scale both man made and in the natural world |
By engaging pupils playfully; for example, in unequal shares of resources, why might someone be upset if they received less than other people?
By reflecting on data that has moral and ethical implications; for example pupils might consider the difference in amounts of money spent on non-essentials compared with food aid/water aid |
By the sharing of resources within the classroom, the negotiating of responses and group problem solving
By analysing social data e.g. on health care, poverty, bullying |
By asking questions about the history of maths: for example, ‘What do the Egyptians, Greeks and Indians discover that we still use in maths today?’ |
English | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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In responding to a poem, story or text; pupils can be asked ‘I wonder what you think happens next?’ ‘How would you feel if you were the person in the story?’ ‘Where have you met these ideas before?’
By appreciating the beauty of language |
By exploring stimulus for thinking about the consequences of right and wrong behavior; pupils can speculate and apply their learning to their own lives. When they do this they are developing their speaking, listening and higher order thinking skills. |
By supporting conceptual and language development through an understanding of and debates about social issues
By providing opportunities for talk in a range of settings |
By pupils telling stories from their own cultures and backgrounds creating the idea that ‘everyone has a story to tell’
By providing opportunities for pupils to engage with texts from different cultures |
Science | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By demonstrating openness to the fact that some answers cannot be provided by Science.
By creating opportunities for pupils to ask questions about how living things rely on and contribute to their environment.
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By offering pupils the chance to consider the wonder of the natural world and the inventions which have made the world a better place.
By considering that not all developments have been good because they have caused harm to the environment and to people.
By encouraging pupils to speculate about how science can be used for good |
By using opportunities during Science lessons to explain how to keep other people safe and how they might protect a younger or vulnerable young person.
By exploring the social dimension of scientific advances e.g. environmental concerns, medical advances, energy processes |
By asking questions about the ways in which scientific discoveries from around the world have affected our lives. There is a rich heritage of scientific discoveries from Hindu, Egyptian and Muslim traditions |
MFL | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By exploring the beauty of languages from around the world
By exploring the way language is constructed |
By helping pupils to have an accurate and truthful understanding of another culture |
By learning the skill of communicating in different ways
By exploring different social conventions e.g. forms of address |
By appreciating the language and customs of others
By exploring the literature and culture of other countries
By taking part in exchange visits or cultural occasions |
History | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By considering how things would be different if the course of events had been different; for example what difference would it have made if the Normans had not been successful in 1066?
By looking at local history and investigating the reasons why there is a landmark, building or museum.
By speculating about how we mark important events from history and the people who shaped them. |
By exploring the results of right and wrong behaviour in the past
By considering some of the characteristics of people who have had a bad influence and caused suffering to others. What have others done to stop injustice? Are there examples from their own local area?
By going beyond the facts and asking pupils to make hypotheses and pose questions such as ‘what if…?’ ‘what would have turned a tragedy into a triumph?’ |
By giving the trigger for discussions about how groups and communities organised themselves in the past.
By considering questions about social structure in the past, for example, What might pupils say about the rights of children in earlier times? Is it important that society looks after young children? Are there people who still do not get a fair deal?
By encouraging pupils to talk to their parents and grandparents; for example, when learning about World War Two
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By exploring local history and under researched history and history around us
By investigating how culture is shaped by history, exploring the ‘cultural heritage’ and in particular the Christian influence on British culture.
By taking pupils on visits to heritage sites
Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values |
Geography | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By using maps and asking pupils to imagine what it might be like to live in different parts of the world.
By making links with history when exploring the environment and speculating on why the landscape is as it is.
By comparing their lives with pupils living in other countries (Malawi link) or other part of the UK. |
By considering how people treat the environment; posing questions such as, ‘How are we changing our surroundings – are some things for the better and others for the worse?’ Who benefits and who suffers? What should be our personal response to these? Who should look after our environment?
By continuing our work through our Eco Schools status |
By providing positive and effective links with the wider community, both locally and through linking with other schools with different demographics both in the UK and globally
By considering social responsibility e.g care for the environment, impact of traffic on the local area, tourism |
By making links with other countries through schools linking and cultural theme days.
By exploring links through the British Council and European Union.
By exploring cultures that have had, and still have an impact on the local area. |
RE | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By experiencing wonder and joy through learning about and from stories, celebrations, rituals and different expressions of religion and worldviews
By asking and responding to questions of meaning and purpose
By considering questions about God and evaluating truth claims
By exploring spiritual practices such as worship and payer, and considering the impact of these on believers and any relevance to their own life |
By investigating the importance of service to others in Sikhism, Hinduism and Buddhism
By exploring religious perspectives and responses to evil and suffering in the world
By asking questions about the purpose and meaning of reconciliation and salvation
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By exploring the qualities which are valued by a civilised society – thoughtfulness, honesty, respect for difference, independence and interdependence
By asking questions about the social impact of religion |
By exploring similarities and differences between faiths and cultures
By learning about UK saints and those to which their school might be named after
By engaging with text, artefacts and other sources from different cultures and religious backgrounds |
PSHE | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By developing awareness of and responding to others’ needs and wants
By exploring meaning and purpose for individuals and society
By developing resilience and inner strength |
By exploring what is right and wrong and to work out what we need to do in this particular community to make sure everyone thrives.
By making explicit links to the school’s distinctive ethos as a church school. |
By helping pupils to engage in a democratic process for agreeing the rules for community life.
By creating opportunities for pupils to exercise leadership and responsibility, pupils might be asked ‘Why do we think this important?’ ‘What could we do about it?’ ‘Who would like to take it further?’ |
By exploring how different cultures can offer great insights into how we lead our lives
By providing pupils with opportunities to make choices about some aspects of classroom and school life |
Music | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By allowing pupils to show their delight and curiosity in creating their own sounds.
By making links between their learning in literacy (or other curriculum area) with music being played as background
By considering how music makes one feel and can ‘move us’ deeply |
By exploring how music can convey human emotions such as sadness, joy, anger…
By appreciating the self- discipline required to learn a musical instrument |
By exploring how s an orchestra works together
By discussing What would happen if musicians in a band/group didn’t co- operate
By appreciating how music is used in different ways in different settings e.g. for pleasure, for worship, to help people relax |
By giving all pupils an opportunity to learn a musical instrument and to take part regularly in singing.
By encouraging pupils to listen and respond to traditions from around the world.
By appreciating musical expression from different times and places |
Design and Technology | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By enjoying and celebrating personal creativity
By reviewing and evaluating created things |
By raising questions about the effect of technological change on human life and the world around them |
By exploring dilemmas that individuals may face and developing practical solutions to these problems |
By considering cultural influences on design
By asking questions about functionality v aesthetics |
Computing | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
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By wondering at the power of the digital age e.g. use of the internet
By understanding the advantages and limitations of ICT
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By exploring the moral issues surrounding the use of data
By considering the benefits and potential dangers of the internet – eg campaigns for charities and injustice as a force for good. Cyber bullying as a danger.
By considering the vision of those involved in developing the web |
By links through digital media services with other schools and communities By highlighting ways to stay safe when using on line services and social media
By being prepared to work with technology to forge new relationships
By discussing the impact of ICT on the ways people communicate |
By exploring human achievements and creativity in relation to worldwide communications
By developing a sense of awe and wonder at human ingenuity |
PE | We promote spiritual development | We promote moral development | We promote social development | We promote cultural development |
| By delighting in movement, particularly when pupils are able to show spontaneity
By taking part in activities such as dance, games and gymnastics pupils become more focused, connected and creative.
By being aware of one’s own strengths and limitations | By discussing fair play and the value of team work. By developing qualities of self- discipline, commitment and perseverance
By developing positive sporting behaviour | By developing a sense of belonging and self-esteem through team work
By developing a sense of community identity through taking part in inter school events | By learning about the history of sport, and where they originate from
By making links with national and global sporting events such as the World Cup and the Olympics
By exploring rituals surrounding sporting activities |
