SMSC

Students at Hyde High School develop their spiritual, moral, social, and cultural understanding throughout the curriculum. Different areas of SMSC are delivered through appropriate and relevant subject areas.

The Personal Development curriculum is also intrinsically linked to SMSC education by developing students’ spiritual value and creating positive, motivated individuals with a strong moral compass, knowing right from wrong.

In addition, students participate in social action projects, improving their active social and cultural contributions.

SMSC is underpinned by our Personal Development curriculum by ensuring that:

Personal Development has SPIRITUAL value

Spiritual also means that a “feel-good factor” has an impact on spirit – it’s good for mental health and motivation:

• Belonging to something greater than yourself.
• Feeling in great health.
• Feelings of safety and security.
• Feelings of accomplishment.

Personal Development has MORAL value

Morality is knowing right from wrong, acting on what is right, and challenging what is wrong:

• Learning that some actions and behaviours are ABSOLUTELY wrong.
• Learning about legislation that protects us from harm.
• Learning how to be an upstander, not a bystander.

Personal Development has SOCIAL value

Students are a part of something greater than yourself. We call it SOCIETY.

In Personal Development, we learn about behaviours that help society to be FUNCTIONAL.

We only need to take small actions to help society to be functional. Learning how to manage CONFLICT is a good example from PSHE: fighting and arguing is dysfunctional, it causes harm, it wastes time and energy, and ultimately people can even get a criminal record for it! Conflict resolution is functional.

In PSHE and Citizenship, students will look at SOCIAL POLICY. This means that they will consider if the legislation that is in place to help society run smoothly is actually effective, and also consider better ideas! In the future our students might be the people who create social policy – ANYONE can do it!

Personal Development has CULTURAL value

What are the principles and values that underpin British society?

• Britain is MULTICULTURAL and we love it!
• In Citizenship, students will learn HOW BRITAIN WORKS. British culture is based on the principles of FAIRNESS, RESPECT and EQUALITY. We are a democratic country. We ALL have an important voice.

In Careers, especially in Year 10, students learn about appropriate behaviour in things like job interviews. We call this appropriate behaviour ‘etiquette’. Etiquette is a SUPERPOWER

Aims

• Provide a safe, caring and happy environment where each student is valued as an individual and can develop towards their full potential.
• Provide for each student a wide, balanced curriculum of high-quality, appropriate to the interests and aspirations of our students, and encourage the development of key social skills.
• Develop the potential of each student recognising different needs and abilities and providing challenges and appropriate teaching at each stage of development.
• Set and maintain standards of discipline, courtesy and general moral values so that the school community can function effectively.
• Encourage a sense of self-respect, independence and self-motivation – to increase our student’s capacity to accept responsibility for actions taken.
• Encourage students to recognise their responsibility to others and to help them become active participants in a democratic society.
• Further develop links between home and school to develop a partnership with parents in the education of their children.
• Encourage respect for democracy and students understanding in the democratic processes.
• An understanding of how laws are made and implemented

Cross-Curriculum Teaching and Learning

SMSC education will take place across all areas of the curriculum and has particularly strong links to religious education.

All areas of the curriculum will draw examples from as wide a range of contexts as possible. SMSC delivery across the curriculum will be audited and mapped.

In order to develop a strong sense of identity in our pupils, we will use classroom discussion to enable them to:

• Talk about their experiences and feelings.
• Express and clarify personal ideas and beliefs.
• Speak about difficult events, e.g. bullying and death.
• Share thoughts and feelings with other people.
• Explore relationships with friends, family and others.
• Consider the needs and behaviour of others.
• Show empathy.
• Develop self-esteem and respect for others.
• Develop a sense of belonging.
• Develop the skills and attitudes that enable them to develop socially, morally, spiritually and culturally, e.g. empathy, respect, open-mindedness, sensitivity, critical awareness, etc.

Many areas across the curriculum provide opportunities for pupils to:

• Listen and talk to each other.
• Learn to treat all as equals, accepting people who are different because of physical and learning difficulties.
• Agree and disagree.
• Experience good role models.
• Work co-operatively and collaboratively.

Students can influence decision-making through the democratic process:

• Student leadership group
• Pupil voice
• Parliament group
• Writing balanced arguments lessons
• Providing pupils with opportunities to take part in debates and public speaking activities
• PIE – into the mix project

We use the following methods to help pupils develop an understanding of the rule of law:

• Setting high expectations for attendance, punctuality and behaviour
• Setting classroom and school rules
• Teaching pupils about health and safety laws, including e-safety laws, relevant to the school setting
• Teaching pupils about the roles of all those who help us, including staff members, emergency services, friends and family
• Encouraging pupils to behave appropriately around school
• Educating pupils on the risks of radicalisation

Pupils develop an understanding of different faiths and beliefs by

• Celebrating differences and similarities through cultural event days
• Arranging trips to places of worship
• Teaching about different beliefs and cultures
• Exploring morals through lessons and assemblies
• Dedicated RE lessons