Children are encouraged to develop the skills
of listening and decision making with regard
to moral issues, and they learn from visitors
who, through their experience and
achievements in life, literature, humanities,
sciences, sport and the arts, can provide the
children with role models.
supportive environment with others who
may have different ideas, values and beliefs.
In addition teachers should be prepared to
engage with and extend children’s
spontaneous reflection, as they become
aware of the complexities of their lives.
Headteachers and staff with a strong interest
Social Development
Ofsted expects schools to provide their
pupils with the opportunity to make use of a
range of social skills with people from a
variety of different ethnic, religious and
socio-economic backgrounds. Children
should be well versed in the skills of
co-operation and conflict resolution, and
show understanding and interest in how our
communities function.
Through their social development children
acquire an understanding of the rights and
responsibilities involved in being members
of families and communities; local, national
and global. They develop an ability to relate
to others, to respect differing viewpoints and
ideas, and to work with others for the
common good. They feel a sense of
belonging and demonstrate the skills and an
increasing willingness to participate in, and
make an active contribution to, the
democratic process in each of their
communities, recognising that even small
steps can make a positive difference to
people’s lives.
How can we Promote Social
Development?
As educationalists our aim should be to help
our children examine their beliefs,
interpretations and horizons, and to review
the ways in which they understand
themselves, their place in the world and the
impact they can have on it.
Young children are entitled to some time
put aside for addressing the big issues in a
10
Britain and the wider world, and how this
influences individuals and society.
Cultural development provides a means
through which to work across divisions in our
society. It presents opportunities for social
inclusion and for fostering social cohesion
whilst developing intercultural and interfaith
understanding, and helps to engage the
disengaged.
What makes a Culturally Rich
School?
In a culturally rich school, children develop an
ability to appreciate and respond to a variety
of aesthetic experiences, and are encouraged
to contribute to culture themselves.
Frank Dobson MP chatting with children from Brecknock
Primary School in 2009
in social development foster a sense of
community within the school, and
demonstrate inclusive values that ensure that
everyone can flourish, irrespective of
ethnicity, culture, gender, ability, sexual
orientation and religion. They help pupils
develop the personal qualities of
thoughtfulness, honesty, respect for
difference, independence, interdependence
and self-respect, and provide opportunities
for them to debate social issues and work
together co-operatively.
Cultural Development
Where cultural development is concerned,
inspectors will be looking for evidence that
the children have an appreciation of their
cultural heritage, and opportunities to
participate and respond to a range of
artistic, sporting, technological and cultural
opportunities. They will be expected to
respect and celebrate cultural diversity in
their local, national and global communities.
Cultural development is concerned with the
value and richness of cultural diversity in
It is incumbent on schools to provide
opportunities for pupils to participate in
cultural events and make links with schools in
different cultural settings in order to explore
their own cultural assumptions and values, to
share what they have in common, and
celebrate their differences.
SMSC Education to Build an
Ethically Based School
Climate
SMSC education encourages schools to
develop an ethically based school climate
in which staff explore ways to instil values
through the curriculum and beyond, such as
the way they set up their classrooms, interact
with the pupils, and encourage the children
to behave towards each other. It calls for an
evaluation of how teachers organise their
learning activities to provide opportunities
for teamwork, leadership and self-reliance,
and ensure participation, creativity and
reflection. It necessitates constructive
feedback that values the children’s effort and
performance.
ethos magazine
positive education for the future
Roots in Empathy
From my experience with the Go-Givers
‘Make a Difference Challenge’ active
citizenship project
(http://www.gogivers.org/kids/case-studies/)
I have seen time and time again that young
children have the motivation to become
deeply involved in issues of interest to them,
and are capable of undertaking extensive
cross-curricular projects and campaigns
when they empathise with those affected.
Indeed, the ability to empathise sustains the
progress children are able to make in SMSC
education. Empathy, the ability