Social, Moral, Spiritual and Cultural Development.
Demonstrate knowledge and understanding of the term SMSC and its potential Impact upon children’s well being and academic development.
Since it’s inception into the 1988 education reform act, the promotion of development in spiritual, moral, social and cultural areas within education has continued to be emphasised; and is now widely recognised by the country and government as key areas which children need nourishment, guiding and teaching in, along with core and secondary subjects.
Although there is no specific grading criteria for development in SMSC, OFSTED still grade a school with either: Outstanding, Good, Satisfactory or Poor in relation to their promotion and implementation of SMSC values.
It is therefore important that schools focus on instilling good values within these areas throughout the curriculum and not just leaving the teaching of SMSC to a 30 minute lesson per week whilst everyone is sat on the carpet. There are plenty of opportunities to development SMSC within curriculum subjects, RE, Science and Creative Arts to name a few more appropriate subjects, but there is a place for SMSC within each and every subject if the teacher is strong enough in their own knowledge of the areas and creative enough to install them within the lessons they teach on a day-to-day basis.
Former Home Secretary David Blunkett shared that “The vast majority of people in our society, regardless of their ethnic background, want the same thing for themselves and their children.” Although he gave little to no evidence to support this claim, I feel not many people would disagree with the statement he made. It is from this shared viewpoint that Mr. Blunkett believes we all share, which emphasis on Community Cohesion is formed; allowing more experienced members of the community surrounding schools to help with the teaching of SMSC and not solely leaving its teaching with the designated class teacher.
Furthermore, I believe that it is through this sense of unity
Since it’s inception into the 1988 education reform act, the promotion of development in spiritual, moral, social and cultural areas within education has continued to be emphasised; and is now widely recognised by the country and government as key areas which children need nourishment, guiding and teaching in, along with core and secondary subjects.
Although there is no specific grading criteria for development in SMSC, OFSTED still grade a school with either: Outstanding, Good, Satisfactory or Poor in relation to their promotion and implementation of SMSC values.
It is therefore important that schools focus on instilling good values within these areas throughout the curriculum and not just leaving the teaching of SMSC to a 30 minute lesson per week whilst everyone is sat on the carpet. There are plenty of opportunities to development SMSC within curriculum subjects, RE, Science and Creative Arts to name a few more appropriate subjects, but there is a place for SMSC within each and every subject if the teacher is strong enough in their own knowledge of the areas and creative enough to install them within the lessons they teach on a day-to-day basis.
Former Home Secretary David Blunkett shared that “The vast majority of people in our society, regardless of their ethnic background, want the same thing for themselves and their children.” Although he gave little to no evidence to support this claim, I feel not many people would disagree with the statement he made. It is from this shared viewpoint that Mr. Blunkett believes we all share, which emphasis on Community Cohesion is formed; allowing more experienced members of the community surrounding schools to help with the teaching of SMSC and not solely leaving its teaching with the designated class teacher.
Furthermore, I believe that it is through this sense of unity