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Effective SMSC Development

Effective SMSC Development. Richard Goodman - Assistant Head Teacher Kim Tanjong Pendry – RE Teacher The Venerable Bede CE Academy, Sunderland. Effective SMSC development Venerable Bede CE Academy as a model of good practice for SMSC development What is SMSC development?

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Effective SMSC Development

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  1. Effective SMSC Development

  2. Richard Goodman - Assistant Head Teacher Kim Tanjong Pendry – RE Teacher The Venerable Bede CE Academy, Sunderland

  3. Effective SMSC development • Venerable Bede CE Academy as a model of good practice for SMSC development • What is SMSC development? • Why is SMSC development important? • What have we done as a school linked to SMSC development? • RE and SMSC development • A focus on spiritual development

  4. Model of good practice for SMSC development at Venerable Bede Academy

  5. Personal Development Fully developing the whole child – helping pupils grow and develop as people – preparing them for the adult world – allowing pupils to make sense of the world Society Family School Self Schools are not the only actor responsible for pupils’ personal development. Education cannot, therefore, be expected to a fill a moral vacuum left by society or family. But it can, and should, help those who receive it to make better sense of the world and personally develop.

  6. What personal development looks like in a school? Provision This is how the school develops pupils – climate/soil What does the school do to allow for SMSC/personal development? How do pupils develop skills/knowledge/understanding? What are the standards of behaviour/behaviour policies? Are there clear values/ethos? Outcomes This is how the pupils actually develop – plant/flower What does the student get from the school’s provision? How do pupils respond/act/behave? How do they show signs of personal development?

  7. Spiritual, Moral, Social and Cultural development PERSONAL DEVELOPMENT Fully developing the whole child – helping pupils grow and develop as people – preparing them for the adult world – allowing pupils to make sense of the world – achieving their full potential Curriculum - All subject areas have a responsibility and the potential to promote SMSC/personal development • Personal Relationships • - Relationships between all staff and students • - Ethos and values of the school • Behaviour and pastoral care • Collective worship

  8. Why is SMSC development important?

  9. The moral theorists Kant, Piaget and Kohlberg all believed that over time young people grow and develop morally and socially as well as spiritually and culturally. ‘The human being is not born as it is but grows and develops over time into an autonomous person’Kant

  10. Education legislation and SMSC • The 1944 Education Act • The 1988 Education Reform Act • The 1992 Education (Schools) Act and the creation of Ofsted • The Schools Inspection Act 1996, The Education Act 2002 and the Education Act 2005

  11. Ofsted and SMSC ‘SMSC development is crucial for individual pupils and for society as a whole. Most teachers would see it as the heart of what education is about – helping pupils grow and develop as people. The importance has repeatedly been recognised by legislators; schools are required by law to promote pupils’ SMSC development and inspectors are required to inspect it’ (Ofsted 2004).

  12. SMSC development as a limiting factor in Ofsted judgements The 2013 Framework for School Inspection and the subsequent Inspection Handbooks highlight how the provision a school has for pupils’ SMSC development has become a limiting factor in the overall effectiveness of the school and the quality of education it provides.

  13. Judging the quality of a school In order to make a judgement about the quality of education provided in the school, inspectors mustfirst make four key judgements. These are: - the achievement of pupils at the school - the quality of teaching in the school - the behaviour and safety of pupils at the school. - the quality of leadership in, and management of, the school. In addition, inspectors must also consider: - the spiritual, moral, social and cultural development of pupils at the school - the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of: pupils who have a disability for the purposes of the Equality Act 2010 pupils who have special educational needs.

  14. the school ‘requires improvement’as it is not a ‘good’ school because one or more of the four key judgements ‘requires improvement’, and/or there are weaknesses in the overall provision for pupils’ spiritual, moral, social and cultural development the school is ‘inadequate’ and, if so, whether it has serious weaknesses, or requires special measures. A school with serious weaknesses is ‘inadequate’ in one or more of the key areas, and/or there are important weaknesses in the overall provision for pupils’ spiritual, moral, social and cultural development. Similarly, a school can only be considered ‘outstanding’if ‘the school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical wellbeing enables them to thrive in a supportive, highly cohesive learning community

  15. What have we done as a school for SMSC development?

  16. ‘Effective SMSC development is more than just good RE’ FARMINGTON FELLOWSHIP

  17. First response – Q1: Excellent – 0% Good – 10% Satisfactory – 32% Poor – 43% No understanding – 15% Q2: Yes – 58% No – 42% Second response – Q1: Excellent – 6% Good – 34% Satisfactory – 41% Poor – 19% No understanding 0% Q2: Yes – 89% No – 11%

  18. Student Voice

  19. RE and SMSC development

  20. Experiential learning opportunities within RE Curriculum content How does RE promote effective SMSC development? Nature of how RE is assessed

  21. Curriculum Content links Spiritual Development ‘Who am I?’ ‘From life to death: where are we going?’ ‘Why is it hard to believe in God?’ Moral Development ‘What is the best type of guidance?’ ‘What does justice mean to Christians?’ ‘Technology – beauty or beast?’ Social Development ‘What are we doing to the environment?’ ‘How and why do people worship?’ Cultural Development ‘What is Christianity?’ ‘Who am I?’, ‘What does it mean to be a Jew?’ ‘How should a mosque call its members to prayer?’

  22. Nature of assessment within RE AT1 – learning about religion AT2 – learning from religion

  23. Experiential learning opportunities within RE RE themed competitions and projects: • Spirited Arts • Holocaust memorial week • DISC project (community) • Trinity project • RE Young Ambassadors • Pilgrimage project Visitors within schools: • Sir Peter Vardy • Street Pastors • Holocaust survivor • Clergy and religious leaders • Gram Seed • YFC Visits: • Durham Cathedral • Holy Island • Local places of worship comparison

  24. Pilgrimage Project Holocaust Memorial

  25. A focus on spiritual development

  26. MEd What I wanted to know: • Do students identify with the Ofsted (2004) definition of spirituality? • Do students consider themselves to be spiritual?

  27. MEd What I did: • Carried out a series of Community of Enquiries with 2 Year 7 classes, 1 high ability and 1 low ability A Community of Enquiry is a Philosophy for Children (P4C) approach that attempts to regulate dialogue in the classroom and ‘represents an explicit aspiration towards maintaining respect for other people while also agreeing, disagreeing, questioning and bringing others into the dialogue’ (Williams, 2012, p. 4). Williams suggests that the overall aim of a Community of Enquiry is for ‘individual participants to achieve better understanding, make better judgements and to be accountable to a community of peers’ (2012, p. 5).

  28. MEd First Stimulus Second Stimulus Your spirituality is not something you can see or touch. It is the thing that makes you who you are and may or may not still exist when you die. It is an understanding of who you are, what you are worth and what your meaning and purpose is. You could think of it as your ‘spirit’ or your ‘soul’ or your ‘personality’ or ‘character’. ‘A spiritual life is something you make for yourself but not by yourself’

  29. Med ‘A spiritual life is something you make for yourself but not by yourself’

  30. MEd Year 7 Questions: Do your parents help you make a spiritual life? How can you make a spiritual life? How can friends make a difference to a spiritual life? Are we good to have a good afterlife? Is your spiritual life after you die or now? How would it be your choice if someone helped you? Are we in a spiritual life now? Can God help you make a spiritual life? What is a spiritual life? Who has a spiritual life? Is respect a spiritual life?

  31. MEd What I found: • Students agreed that we all had an individual spirituality and that this did exist (in some form) after death • Students linked spirituality to a process of learning from mistakes and making the right choices • Religious students linked meaning and purpose to God and the pursuit of a place in heaven • Non-religious students linked meaning and purpose to the pursuit of happiness • Religious and non-religious students agreed that the way in which we develop spiritually is linked to the way in which we treat others. For example; with kindness, generosity and forgiveness • Students recognised that there was a connection between how they treated others and how they felt (inside) themselves

  32. ‘Spiritual development is not specifically about teaching children about spirituality, but is concerned with providing them with certain skills, space in the classroom and time for them to touch upon and, if needed, construct their own spirituality. They may then share this with their peers, connecting self to others’ (2012, p. 182). Silence Reflection Contemplation Tools for spirituality and spiritual development Ng, Y. (2012) Questioning Sharing Discussion (Ng, Y. (2012) Spiritual development in the classroom: pupils and educators learning reflections, International Journal of Children’s Spirituality, 17 (2), 167-185).

  33. Community of Enquiry as a tool for spiritual development “Going back to Penny, you know what she said about being happy? I think that if you are always happy you are never gonna experience doing something wrong or making a mistake and people are saying you get another chance to come back but everyone makes mistakes, no one can be happy all their life.” • RE Today, Blaylock (2012) • Fostering personal and group reflection • Enabling pupils to build on their own and others’ identity • Encouraging pupils to reflect on their own and others’ beliefs, values and attitudes • Promoting an ethos of respect for self and others • Encouraging empathy and compassion

  34. Spiritual Development and the Whole School

  35. Tutor Worship – Reflection Diaries

  36. Student led Worship

  37. Key Stage Worship

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