Spiritual, Moral, Social and Cultural Development

Pupils’ spiritual development 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.

Examples of where this is developed at Bowsland include:

  • Through Religious Education
  • In the development of learning behaviours
  • Through religious and moral themed assemblies
  • Through visits to places of worship
  • Through discussions about world events
  • Through our CREATIVITY curriculum driver, across the curriculum, promoting a value of the arts
  • Through strong pupil voice opportunities
  • Through enquiry and project based learning approaches
  • Through enrichment opportunities and visits including residential

Pupils’ moral development is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries 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 ability to understand and appreciate the viewpoints of others on these issues.

Examples of where this is developed at Bowsland include:

  • In JIGSAW PHSE sessions and circle times discussions
  • Through the clear and consistent use of our non-negotiables, safe, respectful, ready to learn
  • Through our behaviour policy and restorative justice approach to supporting the development of positive behaviours
  • Through our curriculum driver of COMMUNICATION promoting discussion across the curriculum
  • Through our curriculum driver of CRITICAL THINKING promoting debate and justification across the curriculum
  • Through our global goal and human rights elements of the curriculum, promoting awareness and action for global issues across the school

Pupils’ social development is shown by their:

  • 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
  • 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 British 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 and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Examples of where this is developed at Bowsland include:

  • Through our curriculum driver of COMMUNICATION promoting discussion across the curriculum
  • Through our curriculum driver of COLLABORATION with the COMMUNITY promoting group work in the classroom, collaboration with other classes, across the local, national and global communities – use of authentic audiences for outcomes
  • Inter-school activities such as themed days
  • House Families and House Family Enrichment Days
  • Embedded British Values across the curriculum
  • Positive behaviours developed through restorative justice behaviour policy

Pupils’ cultural development is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
  • understanding and appreciation of the range of different cultures within 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, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they 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.

Examples of where this is developed at Bowsland include:

  • Through our curriculum organisation, from local to global, building on pupil’s knowledge of self and local before exploring unfamiliar settings
  • Through our curriculum design, building on the key concepts of the local geography and history such as Bristol’s river location and its legacy of trade and transport.
  • Through our House Enrichment Days which are themed around global celebrations
  • Embedded British Values across the curriculum
  • Inclusion of pupil’s own cultural and faith ‘stories’ within our curriculum design
  • Local and national visits