Spiritual, Moral, Social and Cultural Education
 

SMSC is an integral part of a child's education in the 21st century - academic knowledge alone is not enough. The King's prides itself on supporting the 'whole child' and, as such, SMSC has long been embedded into a child's experience at our school. Staff at The King's are incredibly mindful that parents and carers entrust their child's academic and spiritual, moral, social and cultural education to us. The policy for the school's contribution to SMSC can be found in the policies section of the website. Preparation for life in modern Britain is at the forefront of our mind.

There are an abundance of trips and opportunities to enhance and enrich our students' lives and experiences.  Three are annual visits to France where we explore the importance of harmony between nations and the place of a democracy.  There are visits to London to the theatre and to parliament.  Our students also visit the National Memorial Arboretum in Alrewas, the Albert Docks, local towns and villages, the Imperial War Museum North and many other places.  Many visitors to the school enhance the curriculum and add to the richness of the offer to our students.  Recenty, students have enjoyed visits from a Holocaust survivor, the local vicar, the Chelsea's Choice, the NHS, the local Police, members of the Local Support Team and many others.  These are just a selection of the visitors who contribute to our SMSC programme.

Our tutor worship reflections and the whole school collective worship programme all contribute enormously to our SMSC programme.  Several staff lead the collective worship in school and a increasing number of students are participating in the leading of this important time in the day.

Furthermore, the extra curricular opportunities at The King's are plentiful.  There is a vast array of sport teams and performing arts groups which allow students to prepare for team, ensemble and individual performances on the sporting and the theatrical stage.

Spiritual development

As a school we aim to provide learning opportunities that will enable pupils to:

  • Sustain their self-esteem in their learning experience
  • Develop their capacity for critical and independent thought
  • Foster their emotional life and express their feelings
  • Experience moments of stillness and reflection.
  • Discuss their beliefs, feelings, values and responses to personal experiences.
  • Form and maintain worthwhile and satisfying relationships
  • Reflect on, consider and celebrate the wonders and mysteries of life.

 

Moral development

As a school we aim to provide learning opportunities that will enable pupils to:

  • Recognise the unique value of each individual.
  • Listen and respond appropriately to the views of others.
  • Gain the confidence to cope with setbacks and learn from mistakes.
  • Take initiative and act responsibly with consideration for others.
  • Distinguish between right and wrong.
  • Show respect for the environment.
  • Make informed and independent judgements.

 

Social development

As a school we aim to promote opportunities that will enable pupils to:

  • Develop an understanding of their individual and group identity.
  • Learn about service in the school and wider community.

 

Cultural development

As a school we aim to promote opportunities that will enable pupils to:
  • Recognise the value and richness of cultural diversity in Britain, and how these influenced individuals and society.
  • Develop an understanding of their social and cultural environment.
  • Develop an understanding of Britain’s local, national, European, Commonwealth and global dimensions.
British Values
 

The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools.

At The King's we take very seriously our responsibility to prepare children for life in modern Britain.  We ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school.  All curriculum areas provide a vehicle for furthering understanding of these concepts.  Our classroom lessons, collective worship sessions and collapsed curriculum days deepen and develop understanding developing the spiritual, moral, social and cultural education of our children.

The school makes considerable efforts to ensure students have exposure to a wide experience beyond their local community during which these concepts are shown, through for example, sporting events, a range of visits and use of outdoor education centres, as well as visits abroad. Their strong rooted values-based understanding gives them an excellent platform for embracing difference.

At The King's, we value the voice of the child and promote democratic processes such as our school council whose members are voted for by the students. Ideas and events are planned and discussed with a chance for debate and putting forward points of view.

We expect all our students to be good role models for each other, which is encouraged through high expectations of behaviour.

 

Democracy

Statement Evidence
Students at The King's see democracy as a key part of their school experience.
  • Election of the school council to represent the student voice
  • Awards Evening - the democratic process is outlined
  • Kidsgrove Youth Parliament
  • Lessons about Democracy as part of Citizenship
  • Joan Walley MP's visit to school

Students are able to work cooperatively in groups around school.  

They understand about turn taking and allowing for the needs of others.

Students have an understanding of fairness through democracy.

 

 

Rule of Law

Statement Evidence

Students are familiar with this concept through the ethos that permeates the entire work of the school.

They are familiar with the concept through the discussion of values and, in RE lessons, the idea that different religions have guiding principles.

Students, as they move through the school, become aware of the difference between moral, criminal, civil and religious law.

Students are used to debating and discussing laws/rules and their application.

Students are familiar with the local Police who visit to talk to them informally.

  • Collective worship
  • Tutor worship
  • Student voice through the school council
  • Classroom rules for behaviour
  • School behaviour policy
  • Lessons about the role of law
  • Learning about the principles within different religions
  • RE planning and students' books
  • Citizenship planning and students' books
  • Learning walks and lesson observations - students' attitudes to learning
  • PCSO and PC visits
  • Restorative justice
  • Uniform

Students are able to articulate how and why we need to behave in school and demonstrate they understand and can abide by these.

Students all know that they have a right but that with a right comes a responsibility.

Students are able to discuss and debate philosophical issues in relation to these.

Students have a developing understanding about the conflict that can occur between the rule of law and a religion's guiding principles.

 
 
 

Individual Liberty

Statement Evidence

Our collective worship and tutor worship reflections start by placing the emphasis on oneself and 'what it means to me', so that they students can see that they are important in their own right.

Students are strongly encouraged to develop independence in thinking for themselves.

 

  • Collective worship
  • Tutor worship reflections
  • APU support
  • Restorative justice
  • Self-review and target setting
  • Student voice through the school council
  • Fundraising committee
  • Fairtrade group
  • Citizenship lessons
  • RE lessons

Students understand that the right to individual liberty comes with many responsibilities in society and in the local community - they understand that there can be consequences for their decisions.

Students are consulted on many aspects of school life.

Students opt to pray, reflect or think, depending on their preference and their own point in their spiritual journey.

 
 
 

Mutual Respect and Tolerance of those with different faiths and beliefs

Statement Evidence

Our school values centre around respect for one another through grace, thankfulness, trust, justice, aspiration and celebration.  

We pay explicit reference to respect through our RE, MFL, PSHE, Citizenship, Collective and tutor worship programmes.

Students learn to respect people's understanding and their faith, whether or not they agree with the rationale.  Students learn about why people may have certain beliefs and learn to question their own faith through respectful discussions.

  • Collective worship
  • Tutor worship reflections
  • RE curriculum and books
  • Learning walks and lesson observation comments about students' attitudes
  • Letters from visitors, as well as anecdotal feedback
  • Enrichment visits
  • Sports events
  • Relationshipd day in Year 7
  • Collapsed curriculum days
  • Safeguarding

Students can articulate why respect is important; how they show respect to others and how they feel about it for themselves.

Students' behaviour demonstrates their good understanding of respect in action.

Students are able to talk about the different faiths and cultures they learn about, ask questions and show tolerance and respect for others of different faiths and religions.