Spiritual, Moral, Social and Cultural (SMSC)
Our curriculum is designed to enable students to reach their full potential and be able to play their full role the world today. Running throughout, TMTS builds in opportunities for SMSC development. A wide-range of opportunities are created within structured curriculum units of work in all subjects. Multiple strategies are used to deliver these opportunities both in formal lessons as well as through key-stage and whole-school events and activity.
The curriculum at TMTS is adapted from the national curriculum. It is designed for secondary aged students with complex learning difficulties (SLD and PMLD). A combination of curriculum subjects form the foundation of SMSC learning at TMTS; PSHE + C (Personal, Social, Health Education with Citizenship integrated) and RE (Religious Education). PSHC + C is a designated core subject within the TMTS curriculum.
At TMTS, we use the following definitions to be clear what we mean when we promote and teach SMSC:
The following values are actively promoted in all school activity providing the foundation for SMSC at TMTS:
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those of different faiths and beliefs
As a result of promoting fundamental British values at our school, students at TMTS know and understand the following:
- How democratic decision-making takes place including what it looks and feels like
- That rule of law protects all of us, protects them as individuals and is an essential part of British life
- That a separation of powers exists between the courts and other arms of the British state
- That it is lawful to choose to follow different faiths and beliefs for themselves and everyone else
- That they should accept and tolerate everyone regardless of faith and belief even when it is different from their own through non-discriminatory behaviours
- That any discriminatory behaviour should be identified and challenged
Students’ spiritual development is shown by their:
- 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.
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
- Understanding of the consequences of their actions
- Interest in investigating, and offering reasoned views about, moral and ethical issues.
Students’ social development is shown by their:
- Use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds
- Willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively
- Interest in, and understanding of, the way communities and societies function at a variety of levels.
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.
Opportunities for SMSC at The Michael Tippett School
TMTS has identified the SMSC student development opportunities across its curriculum and this is detailed across the whole-school curriculum map. Opportunities outside of these units for further SMSC education and development include:
- A programme of multi-faith assemblies and other religious educational opportunities (with recognition that Christianity is the principal religion within the UK whilst balancing the presence and role of other principal religions, traditions and world views). These assemblies celebrate all faiths and enable understanding/acceptance/tolerance of all religions.
- Education and celebration events focusing on specific cultural, ethnic and religious groups with the aim of promoting the understanding and respect for the diversity of the school, local, UK and global community.
- A student prefect team.
- Student school rules for good conduct, behaviour and e-safety.
- For students with sufficient cognitive understanding – a framework of sanctions in the event their behaviour does not follow the above school rules.
- Built-in time for reflection or scope within the strategies used to teach students to enable students’ own learning, independent thought and contemplation.
- A range of artistic and other creative opportunities within the curriculum.
Opportunities for students to communicate their views continuously through a total communication environment.
- Opportunities for students within annual reviews to express their views.
- Class groups, lunch, play, assembly and other opportunities for students to be with students from a range of backgrounds.
- Within classes, opportunities for students to work in partnership with each other.
- A responsive and varied programme through the school year for students to explore, understand and participate in cultural, sporting and artistic events.
- Discrete Science events.
- Discrete events focusing on democracy, political institutions of the UK and respect for others.
- Units of work and special assemblies specifically address individual rights, law “right and wrong / good and bad” and voting (democracy).