Spiritual, Moral, Social and Cultural

Our curriculum will give children the opportunity to:

• Spiritual - Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences

• Moral - Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views

• Social - Use a range of social skills, participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict

Cultural - Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity


Some examples of where this happens across the school can be found below:

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EYFS

  • The rules and routines of the school.

  • Awe and wonder around natural phenomena in our world, the wonders and mysteries of life including animals and plans- cultivate and appreciation of beauty in nature. We promote this through natural environments and learning outside the classroom.

  • Children develop their self-esteem and self-awareness, valuing their own and other’s ideas and aspirations.

  • Develop sensitivity and responsiveness to others needs and wants.

  • Care of pets/ environment through themed days.

  • Celebrations of faiths and cultures through RE sessions and assemblies.

  • Areas that promote talking and thinking.

  • Exploring how experiences evoke feelings/ emotions (for example through music or a story).

Years 1 and 2

  • To know the school rules and the expectations, the rewards and sanctions.

  • To learn about trust, develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult.

  • To participate in focused assemblies which promote British Values.

  • To know how to keep themselves safe including road and fire safety.

  • To take opportunities to follow their interests in art, music, sport etc.

  • To learn how to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.

  • To contribute to their classroom environment and respect resources within it.

  • To participate in Anti Bullying Week.

  • To vote for school council representatives.

  • To learn about personal responsibility and choices.

  • To recognise how their behaviour affects other people.

  • To identify how they have to make their own choices in life.

Years 3 and 4

  • To know the school rules and the expectations, the rewards and sanctions (behaving like a Parkfielder).

  • To develop strategies to resolve disputes and conflicts.

  • To learn how and why rules and laws that protect themselves and other are made and enforced.

  • To learn about trust, develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult.

  • To learn and study questions relating to Islam, Judaism and Christianity.

  • To learn about how to keep themselves safe including online.

  • To teach about personal responsibility, choices, ambition and aspiration. Children are encouraged to take opportunities to follow their interests in art, music, sport etc.

  • To teach about the United Nations Convention on the Rights of the Child and learn to respect their rights and the rights of others.

  • To vote for their School Council members.

  • To discuss General Elections and Referendums.

  • To realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviour.

  • To participate in Anti-Bullying Week.

  • To learn how to work co-operatively with others.

  • To learn how to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences.

Years 5 and 6

  • To explain the school rules and the expectations, the rewards and sanctions.

  • Why and how, commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted and some are illegal to own, use and supply to others.

  • An awareness of morals and right and wrong beyond rules (i.e. wanting to act in a certain way despite rules).

  • To discuss current news affairs through Newsround and weekly Picture News assemblies.

  • How to keep themselves safe online.

  • What positively and negatively affects their physical, mental and emotional health (including the media).

  • To differentiate between the terms, ‘risk’, ‘danger’ and ‘hazard’.

  • To recognise their increasing independence brings increased responsibility to keep themselves and others safe.

  • Personal choices, ambition and aspiration.

  • To develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult.

  • In art, children show how the work of those studied was influential in both society and to other artists, demonstrating respect to their contributions.

  • To express their own values and remain respectful of those with different values.

  • To explain why their own answers to ultimate questions may differ from those of others in a respectful and understanding way.

  • To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns.

  • To understand what democracy is, about the basic institutions that support it locally and nationally.