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 Spiritual, Moral, Social and Cultural (SMSC) development is the over-arching umbrella that   encompasses personal development across the whole curriculum.

 Ofsted puts SMSC ‘at the heart’ of school development. It requires schools to think about the   kind of people we aspire to be, the kind of world we aspire to create, and the kind of   education we aspire to provide.

 At Hawkswood Therapeutic, Spiritual, Moral, Social and Cultural Development is promoted     across the entire school curriculum and embedded in all aspects of school life. Our   daily practice aims to ensure that all students have the opportunity to develop a healthy   moral compass in regards to right and wrong and to practise the skills and attitudes crucial to   their development as individuals in order to participate fully in a democratic society and take   their rightful place in the community as local, national and global citizens. Spiritual, Moral,   Social and Cultural Development is implicit within the school curriculum, school ethos and   within day to day life at our school.

Spiritual development

The spiritual development of pupils is shown by their:

  • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences.


Moral development

The moral development of pupils is shown by their:

  • Ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England.
  • Understanding of the consequences of their behaviour and actions.
  • Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.


Social development

The social development of pupils is shown by their:

  • Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds.
  • Willingness to participate in a variety of community and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.
  • Ability to appreciate diverse viewpoints
  • Ability to participate, volunteer and cooperate in a range of different situations
  • Ability to use modern communication technology, including mobile technology, the internet and social media, safely.
  • Ability to use a restorative approach to justice and conflict resolution
  • 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. The pupils should also develop and demonstrate skills and attitudes that will allow them to participate fully in, and contribute positively to, life in modern Britain.


Cultural development

The cultural development of pupils is shown by their:

  • Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.
  • Understanding and appreciation of the range of different cultures within the school, and further afield, as an essential element of their preparation for life in modern Britain.
  • Knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain.
  • Willingness to participate in and respond positively to: artistic, sporting and cultural opportunities.
  • Interest in exploring, improving understanding of, and showing respect for, different faiths and cultural diversity.
  • Understanding, acceptance, respect and celebration of diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Staff Responsibilities:

Staff responsibilities are evidenced through:

As a school we are aware of our collective responsibilities towards SMSC and we:

  • Ensure that all staff are aware of their role in developing students’ interpersonal skills, self-esteem and in preparing them for the opportunities, responsibilities and experiences of adult life.
  • Celebrate student achievement, foster a sense of community and involve students as active participants as much as possible. 
  • Ensure students have information about all extra-curricular and enrichment activities.

English, literacy and reading make a significant contribution to pupils’ SMSC development through:

  • Developing confidence and expertise in language, which is an important aspect of individual and social identity;
  • Enabling pupils to understand and engage with the feelings and values embodied in high quality poetry, fiction, and media
  • Developing pupils’ awareness of moral and social issues in fiction, journalism, magazines, radio, television and film;
  • Supporting pupils in understanding how language changes over time, the influences on spoken and written language and social attitudes towards the use of language.