Spiritual, Moral, Social & Cultural Development

Article 14 - Every child has the right to their own beliefs and to follow a religion.
Article 15 - every child has the right to meet with other children.
Article 29 - Education must develop every child's personality, talents and abilities to the full. It must encourage respect for human rights, cultures and the environment. 

SMSC stands for Spiritual, Moral, Social, and Cultural development, and it's a key aspect of education in the Jersey Curriculum.

SMSC is the overarching umbrella that encompasses personal development across the whole curriculum. It underpins and permeates every area of the curriculum and school life. SMSC is not taught as a discrete lesson but instead is a broad concept that is seen across our school's activities, encouraging our children to think about the kind of people they aspire to be and the kind of world they want to live in and contribute to.

Spiritual

The Spiritual Development of pupils is shown by their:

• 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, values and faiths.
• 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

The Moral Development of pupils is shown by their:

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

Social

The Social Development of pupils is shown by their:

• use of a range of social skills in different contexts, including working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
• 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
• acceptance and engagement with the fundamental values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs: they develop and demonstrate skills an attitudes that will allow them to particular fully in and contribute positively to life.

Cultural

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 wide range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
• knowledge of Jersey’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Jersey
• willingness to participate in and respond positively to artistic, musical sporting and cultural opportunities.

Personal Social Moral Education - PSHE

PSHE aims to equip children to live happy and healthier lives. We aim for our PSHE curriculum to enable pupils to learn more about themselves and others. We aim for pupils to acquire the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives within the community of Jersey.

SMSC/PSHE Floor Books

The aim of the St Luke floor books is to promote SMSC in PSHE by helping students develop a range of personal and social skills that will enable them to become well-rounded, responsible, and engaged members of society.

In our Floor Books we ensure that:

• Each child has an equal voice. We will monitor equality within this book by checking that there is a range of work from all groups of learners. (MLL, SEND, Gender, JPP, etc.)

• Our Oracy Exploratory Question are clear and outcomes recorded.
• Learning intentions and dates are displayed.
• Children’s work should be presented with care and consideration to their purpose.
• Quality labelling comes from the children where possible.
• The work produced is age appropriate with high expectations.
• Key Vocabulary is shared and discussed.
• Any relevant SMSC and RRS labels are shown.
• Pictures showing the learning and discussion processes are encouraged
• Embedding children’s work digitally is also recommended e.g QR codes, photographs etc.