Spiritual
To explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect. (Ofsted definition of ‘spiritual development’)
The spiritual development of students is shown in 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.
Moral
To recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views. (Ofsted definition of ‘moral development’)
The moral development of students is shown in their:
- Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives; and to 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.
Social
To use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the ‘British values‘ of democracy, the rule of law, liberty, respect and tolerance. (Ofsted definition of ‘social development’)
The social development of students is shown in their:
- Use of a range of social skills in different contexts, for example working and socialising with other students, 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; development and demonstration of skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Cultural
To appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity. (Ofsted definition of ‘cultural development’)
The cultural development of students is shown in 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.
To mark National Thank a Teacher Day today, a group of us conspired to surprise our Headteacher, Robyn Vincent, at our Shillingford site on Wednesday 19th June! Lured down there on a ruse, she was welcomed into the woods to a round of applause and presented with this awesome tree cookie banner made by some of our learners, card, and certificate – all designed to recognise and thank her for her hard work and commitment to both learners and staff.
But that wasn’t all! Once the presentation was over, she was invited to join them for some activities they had planned for the occasion. First up was a fire lighting competition – using only natural materials and in teams of two, it was the first group to light a fire and burn through the string suspended above that would win. We can’t promise that all the rules were adhered to… (note the team of three as Deputy Head, Jon, got competitively involved!) but a great time was had by all.
We celebrated with s’mores, cooked on the newly lit fires before it was time for a game of camouflage. Robyn was the seeker and staff and learners alike enthusiastically competed to be the sneakiest of players!
Our Hazel group have started a project to decorate their learning base. After some great learner discussion, they decided to theme it around the four seasons and set about dividing the walls into four different sections. Then each section will be painted and decorated to represent a different season
