Spiritual, Moral, Social and Cultural Curriculum

At Christopher Pickering Primary School, we strive to create a learning environment which promotes respect, diversity and self-awareness and equips all of our pupils with the knowledge, skills, attitudes and values they will need to succeed in their future lives.
The curriculum provides a wide range of artistic, sporting and cultural opportunities that
encourage pupils to work together and use imagination in their learning. Activities are
planned that require pupils to reflect and empathise with others as well as giving them the
confidence to provide their opinions and develop their own view points.


Spiritual Development

Pupils’ spiritual development is shown by their:
• beliefs, religious or otherwise, which inform their perspective on life & their
interest in & respect for different people’s feelings & values
• sense of enjoyment and fascination in learning about themselves, others and the
world around them, including the intangible
• use of imagination and creativity in their learning
• willingness to reflect on their experiences

Moral Development

Pupils’ moral development is shown by their:
• ability to recognise the difference between right and wrong, and their readiness to
apply this understanding in their own lives
• understanding of the consequences of their actions
• interest in investigating, and offering reasoned views about, moral and ethical

Social Development

Pupils’ social development is shown by their:
• use of a range of social skills in different contexts, including working and socialising
with pupils from different religious, ethnic and socioeconomic backgrounds
• willingness to participate in a variety of social settings, cooperating well with
others and being able to resolve conflicts effectively
• interest in, and understanding of, the way communities and societies function at a
variety of levels


Pupils’ cultural development is shown by their:
• understanding and appreciation of the wide range of cultural influences that have
shaped their own heritage
• willingness to participate in, and respond to, for example, artistic, musical, sporting,
mathematical, technological, scientific and cultural opportunities
• interest in exploring, understanding of, and respect for cultural diversity and the
extent to which they understand, accept, respect and celebrate diversity, as
shown by their attitudes towards different religious, ethnic and socio-economic
groups in the local, national and global communities