At Cardinham School, we believe that the development of the whole child is crucial for preparing children to be successful in the modern world. This document summarises how we promote children’s Spiritual, Moral, Social and Cultural Development.
This academic year (21/22), staff have devised ‘The Cardinham Challenge’. The challenge encourages children to independently develop their Spiritual, Moral, Social and Cultural at home by completing a number of challenges. Pupils at Cardinham have a set amount of time to complete the challenges and are then awarded a Bronze, Silver of Gold award depending on their success and engagement with the challenge.
Our ambition is for ‘The Cardinham Challenge’ to grow and develop year on year. We hope that the format will also prepare children for secondary school when we hope they will embark on the adventures and challenges that the Duke of Edinburgh will bring them.
Click on the links below to see this year’s challenges:
See below for a definition of each of the areas.
The spiritual development of pupils is shown by their:
- ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
- knowledge of, 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
The moral development of pupils 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.
The social development of pupils 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.
The cultural development of pupils is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
- understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
- ability to recognise, and value, the things we share in common across
cultural, religious, ethnic and socio-economic communities
- 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 and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities