1
HAYGROVE SCHOOL
SMSC POLICY
(Spiritual, Moral, Social and Cultural)
LINKS: Safeguarding Policy
DATE: 27 April 2015
POST HOLDER RESPONSIBLE: Headteacher
GOVERNORS COMMITTEE: PEOPLE AND PERFORMANCE
DATE SENT TO COMMITTEE: 22 September 2015
DATE SENT TO FULL GOVERNORS FOR RATIFICATION:
2
Haygrove School
Social, Moral, Spiritual and Cultural Policy
‘Educating the mind without educating the heart is no education at all.’
Aristotle
Policy Statement
At Haygrove School, the development of morals, values and character values is key to our
school ethos which highlights the centrality of respect, courtesy and responsibility in all aspects
of school life. This is expected to be modelled by all members of the school community. We
prioritise, not only the importance of academic success, but we actively embrace our wider role
and responsibility in preparing our students for their adult life. Part of our role is therefore
ensuring that we promote and reinforce British values to our students.
The values which underpin our policies and provision are positive and inclusive; they include
democracy, the rule of law, individual liberty and mutual respect for and tolerance of those of
different faiths and beliefs.
This policy reflects how the school works to promote positive values through the ethos of the
school, for example through a broad and balanced curriculum and through its programme for
social, moral, spiritual and cultural development.
We strive to support our students to develop into happy, successful and rounded young adults
who display high standards of personal behaviour, who have sympathy towards and an
understanding of those less fortunate than themselves. All staff model and promote socially
responsible behaviour, treating all people as valued individuals, showing respect and kindness
to students, their families and community.
We ensure that students learn to differentiate between right and wrong, in so far as their actions
affect other people and encourage them to value themselves and others. We promote and
understand students’ rights and acceptance of their responsibilities and the need to respect the
rights of others. This policy should be read in conjunction with the following school policies;
Behaviour, Child Protection, Equalities, PSHCRE and Sex and Relationships.
Principles




The local and school community are aware of our values and principles.
There is a consistent approach to the delivery of our SMSC policy and programme
through the curriculum and school life.
The activities and learning experiences are meaningful and appropriate to the age, stage
of maturity and background of the students.
Students and staff have a clear understanding of their responsibilities and how to
exercise within the school and wider community.
3
Provision and delivery
Through tutor time, assemblies (house and year groups), crash days, curriculum and extracurricular programme we provide students with the opportunity to:









share their achievements and successes with others.
discuss personal experiences and feelings.
express and explore their own ideas and beliefs.
speak about difficult events e.g. bullying, death etc.,
explore different relationships with friends/family/others.
demonstrate empathy and consider the needs and behaviour of others.
develop self-esteem and a respect for others.
develop a sense of belonging.
develop the skills and attitudes that enable children to develop socially, morally,
spiritually and culturally e.g. empathy, respect, open mindedness, sensitivity, critical
awareness etc.
The aspects of our SMSC education which relate to the active promotion of British values are
delivered principally through the programmes of study for Citizenship, Humanities and RE,
but are also incorporated into the sessions listed above.
4
PLANNING TOOLKIT
SPIRITUAL DEVELOPMENT
SOCIAL DEVELOPMENT
Students spiritual development is shown by Students’ social developments shown by
their:
their:
 Ability to be reflective about their
 Use of a range of social skills in
own beliefs, religious or otherwise,
different contexts, including working
which inform their perspective on life
and socialising with students from
and their interest in and respect for
different religious, ethnic and sociodifferent people’s feelings and
economic backgrounds.
values.
 Willingness to participate in a variety
of communities and social settings
 Sense of enjoyment and fascination
in learning about themselves, others
including by volunteering and coand the world around them, including
operating well with others and being
the intangible.
able to resolve conflicts effectively.
 Use of imagination and creativity in
 Acceptance and engagement with the
their learning
British values of democracy, the rules
of law, individual liberty and mutual
 Willingness to reflect on their
respect and tolerance of those with
experiences.
different faiths and beliefs. The
students develop and demonstrate
skills and attitudes that will allow
them to participate fully in and
contribute positively to life in Britain.
CULTURAL DEVELOPMENT
MORAL DEVELOPMENT
Students cultural development is shown by Students’ moral development is shown by
their:
their:
 Understanding and appreciation of
 Ability to recognise the difference
the wide range of cultural influences
between right and wrong and their
that have shaped their own heritage.
readiness to apply this understanding
in their own lives and, in doing so,
 Willingness to participate in, and
respect the civil and criminal law of
respond to, for example, artistic,
England.
musical, sporting, mathematical,
technological, scientific and cultural
 Understanding of the consequences
opportunities.
of their actions.
 Interest in exploring, understanding
 Interest in investigating, and offering
of, and respect for cultural diversity
reasoned views about behaviour and
and the extent to which they
moral and ethical issues and being
understand, accept, respect and
able to understand and appreciate the
celebrate diversity, as shown by their
viewpoints of others on these issues.
attitudes towards different religious,
ethnic and socio-economic groups in
the local, national and global
communities.
5
HAYGROVE SCHOOL
SMSC DEPARTMENTAL AUDIT
JUNE 1, 2015
6
SMSC definitions
SPIRITUAL DEVELOPMENT
 Ability to be reflective about their own beliefs, religious or otherwise,
which inform their perspective on life and their interest in and respect for
different people’s feelings and values.
 Sense of enjoyment and fascination in learning about themselves, others
and the world around them, including the intangible.
 Use of imagination and creativity in their learning
 Willingness to reflect on their experiences.
MORAL DEVELOPMENT
Students’ moral development is shown by their:
 Ability to recognise the difference between right and wrong and their
readiness to apply this understanding in their own lives and, in doing so,
respect the civil and criminal law of England.
 Understanding of the consequences of their actions.
 Interest in investigating, and offering reasoned views about behaviour and
moral and ethical issues and being able to understand and appreciate the
viewpoints of others on these issues.
SOCIAL DEVELOPMENT Students’ social developments shown by their:
 Use of a range of social skills in different contexts, including working and
socialising with students from different religious, ethnic and socioeconomic backgrounds.
 Willingness to participate in a variety of communities and social settings
including by volunteering and co-operating well with others and being able
to resolve conflicts effectively.
 Acceptance and engagement with the British values of democracy, the
rules of law, individual liberty and mutual respect and tolerance of those
with different faiths and beliefs. The students develop and demonstrate
skills and attitudes that will allow them to participate fully in and
contribute positively to life in Britain.
Typical Opportunities
SPIRITUAL DEVELOPMENT
 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.
 Reflect on, consider and celebrate the wonders and mysteries of
life.
MORAL DEVELOPMENT
 Recognise the unique value of every individual – it’s good to be
different.
 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.
 Know the difference between right and wrong and take action for
justice.
 Show respect for others and for the school and community
environment.
SOCIAL DEVELOPMENT
 Develop an understanding of their individual and group identity.
 Helping others in the school and wider community.
 Develop leadership skills and contribute to the community.
 Help others through volunteering.
 Support others through charity work.
 Build and develop networks within the community.
7
SMSC definitions
CULTURAL DEVELOPMENT
Students cultural development is shown by their:
 Understanding and appreciation of the wide range of cultural influences
that have shaped their own heritage.
 Willingness to participate in, and respond to, for example, artistic, musical,
sporting, mathematical, technological, scientific and cultural
opportunities.
 Interest in exploring, understanding of, and respect for cultural diversity
and the extent to which they understand, accept, respect and celebrate
diversity, as shown by their attitudes towards different religious, ethnic
and socio-economic groups in the local, national and global communities.
Typical Opportunities
CULTURAL DEVELOPMENT
 Develop an understanding of their individual and group identity.
 Helping others in the school and wider community.
 Develop leadership skills and contribute to the community.
 Help others through volunteering.
 Support others through charity work.
 Build and develop networks within the community.
8
SMSC Departmental Audit – 1 June 2015 – SARAH SMITH – SCHOOL COUNSELLOR
SMSC definitions
SPIRITUAL DEVELOPMENT
MORAL DEVELOPMENT
Department School Contribution
contribution



Assemblies.
Pastoral structure.
School Counsellor and mentoring.


STRIPES.
Behaviour modelling by staff and
older students.
Suggestions for future development




Enhance the role of tutor and tutor groups.
Replacement for KS4 Humanities
Programme.
Move student mentoring ‘peer’.
Higher visibility around school.
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT


Awareness of other cultures/social groups
within the UK.
Focus at times internationally and not
locally; ‘inner cities’.
9
SMSC Departmental Audit – 1 June 2015 – SEN TEAM
SMSC definitions
Department School Contribution
contribution
SPIRITUAL DEVELOPMENT
MORAL DEVELOPMENT
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT










Supporting school trips
PP students – trips etc.
Welcome the Chinese students.
Christmas hamper.
Remembrance Service.
Nursing home songs.
Mural on Chinese block.
Mural at West Street community
garden.
Non-uniform days to support local,
national and international charities.
International Arts’ week.
Suggestions for future development
10
SMSC Departmental Audit – 1 June 2015 – LEARNING SUPPORT
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



























MORAL DEVELOPMENT
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT
BCM Team.
C2, Lego club.
Study support.
Social skills.
1:1 support.
LSA.
Small groups.
Smart Moves.
Morning groups.
Always there to listen.
Non-judgemental.
Growing up.
Mentoring.
Meet individual needs.
Homework club.
Lunch and break support.
Medication support.
Physio support.
Transition entering and exiting.
Work experience tailored to students’ needs.
Support on trip.
Support in changing rooms.
Life skills e.g. bus, crossing road, shopping.
Independence.
Peer integration
Hygiene.
Escorting to venues.
School Contribution
Suggestions for future
development
11
SMSC Departmental Audit – 1 June 2015 – R2L
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT 








MORAL DEVELOPMENT







SOCIAL DEVELOPMENT



CULTURAL
DEVELOPMENT




1:1.
Resources (individual).
Tutor time.
NFer.
Unearthing.
The Journey.
Group work.
Quiet area.
Mentoring (emotional, social).
As above.
Being non-judgemental of students.
Active listening.
Mediate – teacher/student.
Restorative justice.
Growing up!
School ethos and expectations of
society.
Show interest in students at their
level.
Social graces.
Teach understanding of other
cultures, community and wider
world.
Challenge what they believe.
Encourage open mindedness.
Pathways to the community.
Encourage outside activities.
School Contribution
Suggestions for future development
12
SMSC Departmental Audit – 1 June 2015 – FLP - Workskills
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



MORAL DEVELOPMENT


SOCIAL DEVELOPMENT



CULTURAL DEVELOPMENT



‘Self-assessment; unit (16) of
themselves as individuals in
workskills units.
Evaluations of whole units.
‘Work experience’ and ‘jobs’
units reflect on self-worth.
Working as a team unit (23)
through challenges and work
experience.
Lots of evaluations of
individual actions.
Charity led fund raising as a
part of ‘enterprise’.
Setting up own business in
school.
Students go to college to further
their studies and gain vocational
qualifications.
Local businesses coming in and
teaching skills ‘Somerset
Willow’ decorated planter.
‘Enterprise units’ setting up
charity work and raising money.
Work experience week in Year
10.
School
Contribution
Suggestions for future development
13
SMSC Departmental Audit – 1 June 2015 – D&T TEAM
SMSC definitions
Department contribution
SPIRITUAL
DEVELOPMENT





MORAL DEVELOPMENT

SOCIAL DEVELOPMENT



CULTURAL
DEVELOPMENT

School Contribution
Year 9 module ‘going global’.
Religion culture.
Self-esteem – learning from experiences.
D&T practical lessons.
Design ideas – using techniques to
improve creativity.
Developing design ideas and
acceptability of creativity.
Evaluation and reflection.
Social skills – classroom

environment/kitchen/workshops/working
together.
Co-operating with others in practical
lessons.
Cultural foods
o Religion
o Diet.









STEM
o
o
o
o
Teamwork.
Resolve conflicts.
Networking with the community.
KS3 and KS4 sustainability locally
sourced ingredients and materials.
Hinkley Point
o Small piece trust.
EDF.
Cake sales.
Charities
Careers pathways.
Culture club
o Dishes from cultures.
Summer camp.
STEM.
Food.
Suggestions
for future
development
14
SMSC Departmental Audit – 1 June 2015 – PE
SMSC definitions
SPIRITUAL DEVELOPMENT
MORAL DEVELOPMENT
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT
Department School Contribution
contribution






















(Goal setting in lessons).
Setting groups to achieve success.
Dealing with winning and losing.
Getting examples of exceptional performance to aspire to.
Play by the rules.
Team work.
Problem solving leadership/small group work.
Coaching in clubs.
Captains.
School team membership.
Sportsmanship.
Leaders in wider community (Mel Bax).
Haygrove honours.
Coaching in clubs.
Club links.
College links (Bridgwater College).
Assessment card (personal and social skills).
House captains.
Tutor competitions.
International dance.
EAL lunchtime club.
Target setting is related to; build and develop networks
within the community.
Suggestions for future
development
15
SMSC Departmental Audit – 1 June 2015 – RE
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT











Character education.
Modules.
Rites of passage.
Environment.
Where do people look for God?
Character 60
Moral issues.
Habits of mind.
Human rights.
Moral issues.
Character 60?



See above.
Prejudice and discrimination.
Islam unit to combat islamophobia
(4Q?).
MORAL DEVELOPMENT
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT
School Contribution Suggestions for future
development
16
SMSC Departmental Audit – 1 June 2015 – Citizenship and PSHE KS3
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT






MORAL DEVELOPMENT
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT
Year 8 self-esteem.
Scenarios.
Peer pressure.
Year 9 family and relationships.
Year 7, 8 and 9 (discuss beliefs etc.)
Discussion and debate (reflect on life
etc.).
 Rights and responsibilities Year 7.
 Green pen books and feedback.
 Rules for class discussion.
 Political parties Year 7.
Spring Term
 Year 7 – British values.
 Year 8 – online identify.
 Year 9 – self-esteem, peer groups,
homosexuality.
 Year 7 Britishness – Citizenship test
and assessment.
 Political party project – KS4
Citizenship con?
 KS4 citizenship con/ tasks
 Local councillors Sedgemoor District
every year.
School Contribution Suggestions for future development
17
SMSC Departmental Audit – 1 June 2015 – Geography
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



MORAL DEVELOPMENT





SOCIAL DEVELOPMENT




CULTURAL DEVELOPMENT




Awe and wonder aspect of nature, natural forces and
landscapes.
Cultural case studies – China, Kenya, and Brazil.
Creating posters, 3D models, and multi-media
presentations.
Fieldwork.
Fantastic places to visit.
Empathy tasks.
Debate issues and investigations looking at different
viewpoints.
Environmental appreciation e.g. Exmoor and Amazon
projects.
Work with Chinese students in Year 7 and Year 10 looking
at 3 gorges, dam and one child policy.
Celebration letters to develop confidence.
Close links to Exmoor National Park, Bridgwater College.
Multiculturalism
o Looking at how agencies can support ethnic groups.
o Global perspective.
o Looking at fair trade.
o Inequalities.
o Support for LEDCs.
o Interdependence (food from other countries).
Multiculturalism in GCSE spec.
Visit to Bristol.
Use of music and images to link to places.
Work at a variety of scales.
School
Contribution
Suggestions for
future
development
18
SMSC Departmental Audit – 1 June 2015 – History
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT


MORAL DEVELOPMENT
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT











Challenge interpretations e.g. role of the church in the
middle ages.
Students asked to consider how they would feel (put
themselves in someone else’s shoes).
Role of Empire – ‘slavery’.
Causes of modern warfare.
Development of kingship to democracy.
Origin of democracy e. g. Magna Carta.
Break with Rome.
English Civil War.
Empire – awareness of different views.
Invaders/settlers KS3.
SoW.
Range of outcomes (tasks/projects) that link to e. g.
design.
Holocaust memorial/Magana Carta speech.
School Contribution Suggestions for
future development
19
SMSC Departmental Audit – 1 June 2015 – Art
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



MORAL DEVELOPMENT





SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT














Artists research into different cultures and religions.
Reflection on work completed.
Creativity and imagination in development of own
ideas.
Encapsulated in ‘fantastic and strange’ unit at GCSE.
Atmosphere and ethos in Department displays.
Respect for environment and peers.
Peer discussion and debate about all aspects of an
artist’s work.
Mistakes are welcomed as areas for learning and
development.
Community murals.
Chinese murals.
Indian art link project led by Year 10 language leaders
and art students.
Arts’ Award at KS3.
Trips and visits to exhibitions and galleries.
Local artists and photographers running workshops.
Any project is based around a cultural idea, group of
people or even continents.
All projects will have an historical and cultural
context.
Very wide-ranging.
Artistic hampers for Christmas.
Bridgwater College visits.
IAW.
Eden project – environmental issues.
Shore project – sustainability.
School Contribution Suggestions for
future development

Stronger ties
within Arts
faculty.
20
SMSC Departmental Audit – 1 June 2015 – Languages
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



Teaching cultural aspects of other countries.
To celebrate the difference s and similarities between
cultures.
Direct exposure to various cultures during school
trips/exchanges.
MORAL DEVELOPMENT
SOCIAL DEVELOPMENT




CULTURAL DEVELOPMENT
Visits from individual teachers and students from
France/Germany/China.
Joint French/Chinese/English workshop.
Teaching the different school systems.
Teaches students to communicate abroad and with
international communities.
School Contribution Suggestions for
future development
 Whole
school
policy.
21
SMSC Departmental Audit – 1 June 2015 – MFL
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT

MORAL DEVELOPMENT




SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT
Positive languages of learning, feedback, growth
mindset.
Use of positive SA and PA.
Exchange and foreign study visits.
International day.
Growth mindset language.
School Contribution Suggestions for future
development
 Parents to be
constantly kept in the
loop – informed
about the importance
of SMSC.


Yew Wah link
Fundraising for
Zambia.

Peer mentoring.
22
SMSC Departmental Audit – 1 June 2015 – Science
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT


MORAL DEVELOPMENT
SOCIAL DEVELOPMENT





Creation of Universe.
Genetic
o Embryonic stem cells.
o Genetic engineering.
o Clones.
o Selective breeding.
Drugs.
Alcohol.
Smoking.
BMI and health.
Creation of the Universe.
CULTURAL DEVELOPMENT

STEM club.
School Contribution Suggestions for
future development

Fundraising.






STRIPES.
The Edge.
STRIPES.
JLT.
Prefects.
House leaders.
23
SMSC Departmental Audit – 1 June 2015 – Mathematics
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



Praise and feedback during lessons.
Self-assessment work.
Reflect on progress/knowledge.
MORAL DEVELOPMENT










Variety of views and methods expressed.
Listening skills.
Test review and progress review (PLCs).
Working within Maths sets and with school visitors.
School rules/life of the school.
On-going every day/year.
Crash days/revision days.
Peer support and role modelling.
DofE volunteers.
Fundraising groups and days.


Within Maths sets and each year group.
Opportunities to respond to mathematical, technical,
scientific and cultural opportunities.
Local, national, global mathematics.
SOCIAL DEVELOPMENT
CULTURAL DEVELOPMENT

School Contribution Suggestions for
future development
 Develop peer
assessment?
 Relationships
between Maths
and
historical/cultural
development.





UKMT Junior
and Senior Team
Challenges and
practice sessions.
Organising
UKMT team
events for feeder
primary schools.
Developed/
ing opportunities.
Develop
opportunities.
24
SMSC Departmental Audit – 1 June 2015 – Numeracy
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



MORAL DEVELOPMENT



SOCIAL DEVELOPMENT




CULTURAL DEVELOPMENT
School Contribution Suggestions for
future development
Problem solving term.
Application of skills to real life, context driven
projects.
Use personal experience when solving problems.
Improve independence when tackling problems
Sharing resources.
Peer assessing project work to share different
strategies.
Who am I? - data handling project in Year 7.
Timetable champions.
Numeracy leaders helping in morning groups.
Working with Santander to teach personal finance,


Further
development of
project
based
learning.
More house
challenges.
25
SMSC Departmental Audit – 1 June 2015 – English
SMSC definitions
Department contribution
SPIRITUAL DEVELOPMENT



MORAL DEVELOPMENT


SOCIAL DEVELOPMENT




CULTURAL DEVELOPMENT


Poetry
o Exploring self, other, different cultures.
Fiction
o Empathy
o Emotional intelligence
o Contextual reactions
Year 7 Autumn Term
o Me, myself and I – self-reflection unit.
Reaction passport homework task – debates.
Continuum – evaluating moral decision e.g.
Frankenstein.
Literacy
o Units with Chinese students.
Cross-cultural links – poetry.
Literacy
o Amnesty international.
Frankenstein
o Court case/debates.
Fiction
o Literacy heritage texts.
o Different religions, beliefs, conflicts.
Shakespeare
o Minorities
o Marginal characters society splits.
o ‘The boy in the striped pyjamas.’
School Contribution Suggestions for
future development
26
SMSC Departmental Audit – 1 June 2015 – Music
SMSC definitions
SPIRITUAL
DEVELOPMENT
Sustain their self-esteem
in their learning
experience.
Department contribution
Student are encouraged to develop
resilience in developing musical skills.
This is celebrated and measured quickly in
relation to their hard work and the related
outcome. Students often feel success and
the feelings associated with this. (SEAL)
Develop their capacity
for critical and
independent thought
Through a range of frameworks relating to
their process of learning. (Ian Gilbert’s 4
B’s). A range developed within the
department like the 4 D’s relating to
successful collaboration and reflection
(Discuss, Decide, Do, Develop).
Encouragement of students in relation to
their own learning process as opposed to
focussing solely on the outcome.
School Contribution
Encouragement of growth mindset
for all subjects. Particularly with
children who have shown or
demonstrated a shift from fixed to
growth mindset.
Great encouragement of
performance from peers at
Haygrove.
Support of the Stripes initiative in
music and embed the focus on soft
skills in reflection.
Regular reflection on PLTS in
Music and how this is can support
thinking in other subjects.
Suggestions for future development
Develop the fixed and growth mindset
throughout the school by using example
students. Possibly case
studies/champions/mentors.
Understanding that the road to success
involves processes of failure. The school
were quoting this regularly at one point.
Common language of metacognitive
reflection throughout the school. Possibly
Guy Claxton 5 R’s, ELLI (Effective Life
Long Inventory), PLTS.
Embed the PLTS and focus on soft skills to
help students understand their own
strengths and weaknesses as learners
effecting their ability to learn more
effectively. Their own improved
understanding of themselves will improve
their own outcomes (GCSE’s)
Possible individual PLTS profiles?
Understanding their own strengths and
weaknesses.
Examples of metacognitive conversations
to be shared amongst colleagues. Not just
the measurements of understanding
through mini plenaries. Why do students
succeed? What is different in their own
learning journey? How did they learn, not
what did they learn.
27
Foster their emotional
life and express their
feelings.
Through the encouragement of
performance and awareness of others’
feelings whilst risk taking. Development of
empathy.
Encouragement of risk taking
through performance in the school
community.
Experience moments of
stillness and reflection
We (music) don’t do much of this.
Reflection is an important factor to
performance and composition but we do
not invite students to ponder. Perhaps we
should.
Framework of the 4 d’s as a cycle.
Discuss, Decide, Do and Develop.
This is a cycle which always
encourages development, as
opposed to a linear start and finish
approach. Student can always
develop further which is not linked
to failure.
Possibly through the remembrance service.
Discuss their beliefs,
feelings, values and
responses to personal
experience.
Reflect on, consider and
celebrate the wonders
and mysteries of life.
Awareness of other cultures through
listening to different styles and genres of
music. Students are taught to value other
people’s personal opinions and that their
own opinion is relevant in their own
personal musical tastes.
Music is wonderful and has a significant
impact on our life?! Poor effort
here…Sorry!
Possible departmental critique of current
schemes of work to look at opportunities to
develop this key language further.
Draw learning opportunities that happen
beyond school into school. Students do not
stop learning at 3.15? Equestrian, Sports,
Music, Hobbies, Gaming (Console,
students show amazing resilience when
playing COD)?
Link enjoyment-effort-outcome from
external endeavours. What soft skills can
you bring into school?
28
MORAL
DEVELOPMENT
Recognise the unique
value of every individual
– it’s good to be
different.
Lots of opportunity of collaboration with
different groups. Students are encouraged
to develop collaboration skills by showing
an awareness of others and their own
strengths and weaknesses.
Listen and respond
appropriately to the
views of others.
As above. Students are generally respectful
of the impact of feedback of performance.
Negative feedback is always constructive
and not destructive. Students understand
the pros and cons of working in friendship
and non-friendship groups.
Students are encouraged to adopt a growth
mindset though our departmental
framework (the circle of success and the
circle of failure). An “I can’t do it YET”
approach to help build resilience and
encourage success is very effective
amongst our students.
Encouragement of guided learning through
the use of Lead Learners. Students
differentiate tasks based on their
understanding and consideration of others.
Gain the confidence to
cope with setbacks and
learn from mistakes.
Take initiative and act
responsibly with
consideration for others.
Students are encouraged to
sometimes work around difficult
relationships. This is a life skill.
Students are taught that although
relationships can sometimes be
difficult, people can still work
effectively by being aware of
themselves and others.
Sometimes students have legitimate
reasons for avoiding working with other
classmates. Encouragement of working
with difficult relationships could be
encouraged more, perhaps?
Possible development of Transactional
analysis in students’ who find this difficult.
This will build awareness of the interaction
with others more effectively. A powerful
tool in effective communication.
Supporting resilience within and
the power of growth mind-sets in
other subjects.
Help students to embrace failure instead of
it being a taboo. Failure is a vehicle for
students to find success. I have found that
a number of our students have, on the
whole, quite low resilience.
29
CULTURAL
DEVELOPMENT
Develop an
understanding of their
individual and group
identity.
Helping others through
volunteering.
Support others through
charity work.
Build and develop
networks within the
community
Whilst music is a universal language,
Remembrance Service is a whole
students are encourage to embrace our own school event.
western culture of music. We also
encourage respect when scrutinising music
from other cultures. Gamelan vs Popular
music. Equally as Gamelan is alien to us,
our own traditions are alien to the people of
Indonesia. Students are encouraged to
scrutinise, whilst being respectful to the
cultures of others.
Remembrance service enforces our sense
of belonging.
New initiative – Students passing skills to
others. James Leonard is running a
lunchtime club for drum kit and a student is
running a sax club. Learners are often
encouraged to pass on a skill to others
through guided learning model.
Sponsored events – 24 hour concert.
A busy concert schedule including work
with the Rosary (Remembrance Service).
The Christmas concert at St Mary’s.
Bringing the school into the public
eye with public events.
30
SMSC Departmental Audit – 1 September 2015 – Drama
SMSC definitions
Department contribution
SPIRITUAL
DEVELOPMENT






Departures in various forms; from leaving home to
death – expressing reactions to these eventualities in
a physical and verbal form (Yr 9).
The use of physical stimuli to trigger the
imagination – Yr 9/Yr10/11.
Analysis of character – psychology/motivation; what
makes people tick? (Yr7 - ongoing).
Discussion of work explored and emerging issues,
self-evaluation/reflection, peer assessment – all
years.
Reality vs Fantasy – Billy Liar (Yr11) – exploration
via physical theatre.
Development of voice and body language – often
linked to developing confidence/knowledge of self
(all years – ongoing).
School
Contribution
Suggestions for future
development
 Introduction of master
classes for Yr 11 and
possibly Yr 10 on
building a character
via Method acting (i.e.
Stanislavski/Stasberg);
identifying how the a
character
history/experience
can/does affect
physicality,
behaviours, speech –
how to manifest these
via a series of
exercises including
inner/outer objectives,
super objectives,
implementing physical
transitive verbs in
rehearsal exercises in
order to elicit
meaningful use of
voice, avoiding ‘falls’
and so on.
31
MORAL DEVELOPMENT




SOCIAL DEVELOPMENT










Why do people bully? Analysis of the effects and
root causes (Bullying Yr7).
Analysis of why young people commit
crime/shoplift - consequences (Crime – Yr 8).
Aggression/violence – from playground arguments
to global conflict – analysis of why and how it can
be prevented. Looking at the consequences of war –
the effect on families – historical link to WWI and
WWII (Battle cries – Yr8).
Exploration of the death penalty & moral
implications explored (Yr11).
Via the ‘living through experience’ and considering
this work through peer discussion, performance and
rehearsal.
Localised Threats to the environment and how
communities can react positively as a force for
change (The Bypass – Yr 7).
Development of imagination through explorative
drama
(Darkwood Manor/The Bypass– Yr 7).
Peer Pressure and its consequences inc. crime (Yr8).
Interaction and groups working in a constructive,
cohesive manner together for a common goal.
Mutual respect and tolerance of others - expectation
of every lesson.
Gangs – influence of peers in 1950’s vs contemporary
Britain (Yr 11) – consequences.
Exploration of what is means to be a pro-active
citizen and how to protest in a democratic fashion
(The Bypass Yr 7).
Understanding and appreciation of difficulties of
others explored when exploring Crime (i.e. poverty
leading to crime).

Focus
on
school
production
2015/6:
‘Our House’, a moral
tale
of
how
consistently making
the wrong life choices
might
lead
to
immediate
gratification in the
short
term,
but
ultimately
proves
unsustainable (Yrs 911) – experience of
being in a production
will build social skills,
not only in respect of
performance but in
terms
of
pupils
managing front of
house,
programme
committees,
tech
crews etc.
32

Intonation and its potential impact (Yr 11).


CULTURAL
DEVELOPMENT




Developing a vocabulary for expression, rooted in
the drama form throughout all lessons/instances of
drama/acting.
Exploration of text as a means for expression (all yrs
at different stages and intensity/intentions)
Exploration of and participation in class pantomimes
(cultural heritage).
Respect engendered when exploring consequences
of WWI and WWII elements in Battlecries SOW
Foundation
of
‘Haygrove
Youth
Theatre’
–
a
production/skills-led
group, open to all,
meeting after school
one day a week, and
rehearsing for a debut
performance in July
2016 either in the
Drama Studio, the hall
or
an
alternative
venue.
KS3 Drama Club – a
workshop-led
club
meeting one day a
week at lunchtimes,
building confidence,
focusing on fun drama
games and developing
imagination
and
further
embedding
skills via extended
rehearsal/performance
opportunities in-house.
 As above.
33




(Yr8) – focus on liberty enjoyed as a result of the
sacrifices made.
Diversity celebrated when exploring Bullying and
Character (Yr7).
Where we came from –1950’s post war Britain (Yr
11).
Development of the drama form – physical theatre,
mime, naturalistic vs abstract theatre (Yr 8-11).
Reference to art made when exploring
naturalism/abstract (Yr 10/9).
34
Further examples of SMSC development at Haygrove School include:
BBC Student Report.

Mock election.

Peer mentoring,

National Youth Parliament.

Public Speaking competitions.

Christmas Concerts (St Mary’s Church).

Students acting as guides on Open Mornings/Evenings and Parents’ Evenings.

Student panel for recruiting new staff.

Junior Leadership Team, Subject Leaders, Prefects, Head Boy and Head Girl.

Support for the Singing Children of Africa.

Food Bank.