ethos
positive education for the future
Social, Moral,
Spiritual and
Cultural Learning
Andrew Peterson of Canterbury Christ Church University
explores the idea of SMSC learning and discusses how it is
approached in our schools
In this article I would like to consider the
place and nature of Social, Moral, Spiritual
and Cultural Learning (hereafter SMSC) in
schools. A compulsory and important part
of the National Curriculum for schools in
England, Social, Moral, Spiritual and Cultural
Learning (hereafter SMSC), might be said to
have something of an identity crisis. Viewed
in one way SMSC is at the heart of what
education and schooling in England (and
indeed in most nations) is about – teaching
young people about the central and
significant ties, bonds and relationships
which not only shape but, some would argue,
constitute ourselves as pupils, citizens, and
human beings. Much, if not all, of what goes
on in schools can relate in some way to
pupils’ SMSC development. The most
common of these are explored later, but if we
consider the nature of subject content across
a number of subjects, the foci of assemblies,
the practice of collective worship, the
centrality of school ethos, the role and nature
of behaviour and discipline policies,
community and social events as well as many
other activities the connection to SMSC is
clear. Yet, at the same time, SMSC can be
informal, ephemeral and difficult to identify
in practice. Pupils may experience some sort
4
try to answer for themselves some of life’s
fundamental questions. They develop the
knowledge, skills, understanding, qualities
and attitudes they need to foster their own
inner lives and non-material wellbeing.
Moral development
Pupils’ moral development involves pupils
acquiring an understanding of the
difference between right and wrong and of
moral conflict, a concern for others and the
will to do what is right. They are able and
willing to reflect on the consequences of
their actions and learn how to forgive
themselves and others. They develop the
knowledge, skills and understanding,
qualities and attitudes they need in order to
make responsible moral decisions and act on
them.
of SMSC development every day at school,
though this may not be tangible or explicit.
With some justification one could claim that
in being everywhere in schools SMSC can
end up being nowhere – associated with
everything but explicit in nothing. This raises
important questions about (1) the way in
which pupils encounter their SMSC
learning and (2) how pupils can engage with
and explore their SMSC learning, a fact which
is particularly significant in the context of the
current Coalition Government’s review of the
National Curriculum. It is on these two areas
that this article will focus.
Social development
Pupils’ social development involves pupils
acquiring an understanding of the
responsibilities and rights of being members
of families and communities (local, national
and global), and an ability to relate to
others an BF