At Acer Academy, the spiritual, moral, social and cultural development of our learners is an important part of our Personal Development offer.
We want learners to develop the knowledge, understanding and confidence they need to participate positively in modern Britain. This includes understanding and respecting difference, developing their own values and opinions, recognising the rights of others and learning how they can contribute positively to their school, community and wider society. Some of this learning is delivered explicitly through our planned form-time programme, while other aspects are taught through subject curricula. All subjects identify and map their own contribution to SMSC, British Values, equality and protected characteristics so that this learning is reinforced across the wider curriculum.
Our approach brings together:
Spiritual, Moral, Social and Cultural development (SMSC)
Fundamental British Values
Equality, diversity and protected characteristics
Citizenship and democratic participation
Understanding of different faiths, beliefs, cultures and worldviews
These areas are deliberately planned, explicitly taught and revisited throughout learners' time at Kassia. This comes through discrete experiences a
SMSC, fundamental British Values and protected characteristics are explicitly mapped through our PSHE, RSHE and Citizenship curricula.
Links are identified within our long-term curriculum planning and separate coverage maps so that leaders can see where important knowledge is introduced, revisited and developed over time.
Teachers make these connections explicit during lessons so that learners understand not only the topic being studied, but how it relates to themselves, other people and the wider society in which they live.
Learning is reinforced through our planned form-time programme. Regular form-time activities provide opportunities for learners to explore relevant issues, discuss different viewpoints, consider beliefs and values and apply their understanding to real-life situations. Learning from these sessions is captured through form-time floor books.
Our planned form-time programme provides regular opportunities for learners to explore SMSC, fundamental British Values, religion and worldviews, equality and protected characteristics. Sessions use accessible real-life questions and scenarios to encourage discussion, reflection and consideration of different perspectives. The programme is carefully mapped across the year so that important themes are revisited and developed over time rather than addressed through isolated events.
We support learners to develop across all four areas of SMSC.
Spiritual development
Learners are encouraged to explore beliefs, values and ideas, reflect on their own experiences and consider the beliefs and perspectives of others. They encounter different religions, worldviews, cultures and ways of thinking and are encouraged to approach these with curiosity and respect.
Moral development
Learners explore questions of right and wrong, fairness, responsibility and consequence. They are supported to consider how their choices affect other people, understand the importance of rules and laws and develop empathy for others.
Social development
Learners develop the skills needed to participate successfully in their community. They learn to communicate appropriately, work alongside others, manage disagreement, contribute to discussion and recognise their responsibilities towards other people.
Cultural development
Learners develop knowledge and appreciation of the diversity of modern Britain and the wider world. They encounter different cultures, traditions, beliefs and perspectives and are taught to recognise, respect and value difference.
Learners are explicitly taught about the fundamental British Values of:
democracy
the rule of law
individual liberty
mutual respect
tolerance of those with different faiths and beliefs
These values are developed through the taught curriculum and our form-time programme rather than being limited to individual events or celebration days.
Learners are given practical opportunities to experience democracy and understand how individual voices can contribute to decision-making. Our School Council and wider pupil voice work provide opportunities for learners to express their views and contribute to school development.
We want learners to understand that people are different and that these differences should be recognised and respected.
Through PSHE, RSHE, Citizenship, form time and the wider curriculum, learners develop an age-appropriate understanding of equality, diversity and the protected characteristics.
Teaching supports learners to recognise stereotypes, prejudice and discrimination and to understand why discriminatory language and behaviour are unacceptable.
Learners are encouraged to discuss sensitive and challenging issues appropriately, consider different perspectives and develop the confidence to challenge prejudice and discrimination.
Our aim is not simply for learners to be able to name protected characteristics. We want them to understand why equality matters and how respect for the rights, beliefs and identities of others contributes to a safe and inclusive society.
We do not assume that because something has been taught, it has been understood or remembered.
Leaders evaluate the impact of our Personal Development provision through a range of approaches, including:
retrieval and low-stakes assessment
end-of-unit assessment within PSHE and Citizenship
pupil voice
learning walks
scrutiny of learners' work and form-time floor books
curriculum and Personal Development quality assurance
review of behaviour and other relevant school information
This helps us identify what learners know and remember, where misconceptions or gaps remain and where important knowledge needs to be revisited.
Our aim is for learners to leave Kassia with an increasingly secure understanding of themselves, other people and the society in which they live, and with the knowledge and skills to participate as responsible, respectful and active citizens.
