SMSC should be incorporated into every aspect of our school community, including every lesson, every assembly and every interaction between members of our school community.  By ensuring the thoughtful and wide-ranging promotion of students’ spiritual, moral, social and cultural development, and of their physical well-being, we can help to ensure that they thrive and develop as citizens, and we can also help to guard against radicalisation and extremism.

SMSC Education at Stockland Green School

Social, moral, spiritual and cultural (SMSC) education at Stockland Green School is delivered through these methods:

  1. Our programme of weekly assemblies for our respective 3 Houses, Cole, Rea and Tame. Each SMSC theme also linking in Fundamental British Values and a thought of the week promoting reflection to develop the whole child.
  2. Dedicated Year group assemblies/workshops.
  3. In addition to the assembly and Citizenship programme, additional sessions are organised throughout the year to cover issues including sex and relationships education, online safety and sexting, child sexual exploitation.
  4. Dedicated PSHE Days for selected year groups.
  5. The citizenship Lesson 6 programme which has a tailored scheme of work for each year group/House
  6. Through all other lessons and through the ethos of the school, including the interactions between all members of our school community.
  7. Our lessons explicitly promote the development of SMSC in subjects such as Science, Drama, English, Religious Education and the non-statutory framework for SPHERE.

British Values and SMSC Statements:

The statements below are designed to offer a consistent and clear definition of SMSC at Stockland Green School, based around national definitions of SMSC.

The SMSC statements incorporate the Fundamental British Values which are

  • Democracy,
  • The rule of law,
  • Individual liberty
  • Mutual respect and tolerance of those with different faiths and beliefs.
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  • Students are able to be reflective about their own beliefs, religious or otherwise, that informs their perspective on life and their interest in and respect for different people’s faiths, feelings and values.
  • Students show a sense of enjoyment and fascination in learning about themselves, others and the world around them.
  • Students use imagination and creativity in their learning. Students show willingness to reflect on their experiences.

The spiritual development of all students is encouraged and supported at Stockland Green School. Differing faiths and cultures are discussed regularly in subjects such as Sphere, Religious Education, Philosophy and Ethics, also through our SMSC assemblies, and through other subjects such as English, Geography and History.

Educational enrichment trips also promote SMSC spiritual development and visiting speakers provide students with a range of experiences, which may promote a sense of awe and wonder about the world.

A reflective approach to learning can also promote spiritual development. Students have ownership and understanding of where they are, where they need to get to and how they are to do it.

A sense of fascination with the world around them is particularly encouraged in subject areas, while our creative and performing arts subjects encourage the use of imagination and creativity in learning.

All of our SMSC assemblies end with a moment for reflection, to allow students to silently reflect on their thoughts and perspectives on the matters discussed.

  • Students are able to recognise the difference between right and wrong and to readily apply this understanding in their own lives.
  • Students recognise legal boundaries and, in so doing, respect the civil and criminal law of England.
  • Students also understand the consequences of their behavior and actions.
  • Students show interest in investigating and offering reasoned views about moral and ethical issues and show the ability to understand and appreciate the viewpoints of others on these issues.

Moral development refers to the students’ knowledge, understanding, intentions, attitudes and behaviour in relation to what is right and wrong.  The school has a well-established Behaviour Policy and staff promote a supportive approach to the management of behaviour. The behaviour (BfL) system allows students to change their behaviour before it is too late, and ensures that students know the reason for any sanction given.  More importantly our house reward system encourages not only good behaviour, but a positive work ethic, supported by the “Stockland Green Standard”. Students’ achievements are recognised through regular house assemblies and through our Celebration Evening. Students, who have received sufficient “House Points” and/or are nominated for progress and attainment, wear a blazer badges to celebrate their success.

Legal, moral and ethical issues are discussed regularly in PSHE, through our SMSC assemblies, and through subjects such as English, Geography, History and Religious Education, Philosophy and Ethics and Citizenship.

The Citizenship programme promotes opportunities for students to discuss legal, moral and ethical issues. Students will learn about:

  • rights and responsibilities they have as Stockland Green Pupils and also in the wider community
  • How Laws are made
  • Moral dilemas such as human rights and giving aid to other countries
  • Laws that are in place to support the criminal justice system

Social development relates to the skills and personal qualities necessary for individuals to live and function effectively in society.

Students are encouraged to:

  • Maintain and develop relationships within the school working successfully with other students and adults in the school community.
  • Use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds.
  • Take responsibility for their actions and these important skills are transferable into the world of work and their lives as citizens of the world.
  • Show willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.
  • Students show acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
  • Students develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.We provide opportunities for students to demonstrate social responsibility through experiences such as, sporting social events, whole school productions for example the Jekyll and Hyde production which took place in the previous summer term. Students also have the opportunity to develop their social responsibility through the student leadership programme here at Stockland Green School.   Throughout the year there are dedicated days to support fund raising for charities and our students alongside Enrichment Leaders having the opportunity to take lead on this, for example Children in Need, Christmas jumper day and McMillan coffee morning with all proceeds going to charity. All Year 10 students participate in Work Experience, and as part of this students find and arrange their own work experience placement, with encouragement and (where needed) assistance from pastoral leaders. This helps to develop key skills students will need when looking for, and succeeding in, future employment. In addition to this students have the opportunity of partaking in the Duke of Edinburgh scheme at Stockland Green School, this requires students to engage in voluntary activities.

Students are encouraged to appreciate, understand and respect aspects of their own and other cultural environments in terms of beliefs, values, attitudes, customs, knowledge and skills.

  • Students understand and appreciate the wide range of cultural influences that have shaped their own heritage and those of others.
  • Students recognise the value and richness of cultural diversity                                                                                                                                                                                                                                                                                                       in Britain and the local area
  • Students are able to demonstrate knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
  • Students show willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.
  • Students show interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity.
  • Students understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Students are encouraged to develop their cultural understanding through our SMSC assembly programme. A themed approach provides the opportunity to explore SMSC and cultural diversity, for example Black History month, the meaning behind religious festivals, self-exploration, and building a culture of positivity through our achievement assemblies.

The diversity of cultures in Birmingham, the UK, and worldwide, and their influence upon us are particularly discussed in Religious Education, Geography, History, Music, Sphere and through our language subjects. During Citizenship, opportunities to discuss Britain’s parliamentary democracy are embedded into the termly scheme of work. The recent EU referendum offered us the opportunity to explore the arguments for and against EU membership – this was also followed by our own school election and results were published on our school twitter page.

An annual historical visit to Belgium is also arranged by the History department, focusing on Remembrance and exploration of different cultures.