SMSC in the 2012 Ofsted subsidiary guidance


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A presentation which will help schools see how spiritual, moral, social and cultural (SMSC) development is covered in the2012 Ofsted subsidiary guidance. Relevant to both primary and secondary schools (and colleges). Please see if you are interested in tracking or auditing the SMSC provision at your school or college.

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SMSC in the 2012 Ofsted subsidiary guidance

  1. 1. SMSC Dan O'Brien The SMSC Grid in the 2012 Ofsted  subsidiary guidance <ul><ul><li>The curriculum </li></ul></ul><ul><ul><li>Capacity to improve </li></ul></ul><ul><ul><li>Overall effectiveness </li></ul></ul><ul><ul><li>Impact of the range of opportunities </li></ul></ul><ul><ul><li>SMSC definitions </li></ul></ul>
  2. 2. The curriculum and pupils’ spiritual, moral, social and cultural development <ul><li>Inspectors gather evidence of the impact of the curriculum on SMSC through: </li></ul><ul><ul><li>lesson observations where subjects promote aspects of SMSC </li></ul></ul><ul><ul><li>discussion with staff and students for other subjects  </li></ul></ul><ul><ul><li>observation of other activities that indicate a coherent approach to promoting SMSC </li></ul></ul><ul><ul><li>evaluation of opportunities created by the school for pupils to take part in activities that promote SMSC </li></ul></ul>
  3. 3. Capacity to improve... <ul><li>&quot;Inspectors must consider...any track record of improvements in important areas (achievement; quality of teaching; behaviour and safety; and promotion of pupils’ SMSC development) sustained over time.&quot; </li></ul>
  4. 4. Overall effectiveness... <ul><li>&quot;An important aspect of the overall effectiveness judgement is a consideration of how well the school contributes to the promotion of the pupils’ spiritual, moral, social and cultural development.&quot; </li></ul>
  5. 5. Impact of the range of opportunities... <ul><li>&quot;to develop their self esteem and confidence, which might occur both within the classroom, in terms of: teaching that encourages participation, creativity, reflection and independence; assessment and feedback that values pupils’ work and/or effort; and activities that develop teamwork, leadership skills and self-reliance.&quot; </li></ul>
  6. 6. Defining pupils' spiritual development... <ul><li>It's shown by their: </li></ul><ul><ul><li>beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values </li></ul></ul><ul><ul><li>sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible </li></ul></ul><ul><ul><li>use of imagination and creativity in their learning </li></ul></ul><ul><ul><li>willingness to reflect on their experiences. </li></ul></ul>
  7. 7. Defining pupils' moral development... <ul><li>It's shown by their: </li></ul><ul><ul><li>ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives </li></ul></ul><ul><ul><li>understanding of the consequences of their actions </li></ul></ul><ul><ul><li>interest in investigating, and offering reasoned views about, moral and ethical issues. </li></ul></ul>
  8. 8. Defining pupils' social development... <ul><li>It's shown by their: </li></ul><ul><ul><li>use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds </li></ul></ul><ul><ul><li>willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively </li></ul></ul><ul><ul><li>interest in, and understanding of, the way communities and societies function at a variety of levels. </li></ul></ul>
  9. 9. Defining pupils' cultural development... <ul><li>It's shown by their: </li></ul><ul><ul><li>understanding and appreciation of the wide range of cultural influences that have shaped their own heritage </li></ul></ul><ul><ul><li>willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities </li></ul></ul><ul><ul><li>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. </li></ul></ul>
  10. 10.  Other Ofsted guidance...