SMSC in Learning For Life Form Activities

Social, moral, cultural and spiritual issues are central to a holistic approach to students learning and education at RSA Academy Arrow Vale. Not only is the development of academic skills vital to us and the student’s long term wellbeing, but also their useful place in society. We aim to develop young people into successful adults ready to be successful in the workplace. It is as equally important that we develop students understanding of right and wrong as well as being responsible and aware of the consequences of their actions. Learning is a social process and does not occur in isolation. Consequently, the agenda behind SMSC is rooted on a clear understanding that all students:


·       Want to achieve.

·       Want lessons that are well prepared and taught.

·       Are given to opportunity to discuss debate and hold an opinion on issues that are important in society and for their current situations and their future wellbeing

·         Learning for life is an overarching term that covers the following areas of academy life:

·         Tutor time these include normal tutorial activities that take place weekly but we also have also five house weeks a year. This is where we have specific SMSC based activities that take place within vertical house tutor groups.

·         Assemblies . These are planned on a three year cycle.

·         Learning for life - PSHE, finances, SRE , careers, morality, discrimination, homophobia, prejudice and equality.

·         Central to these areas is the TRIC skills developed throughout every lesson and celebrated in our annual TRICs day (SMSC themed). These skills focus upon team building, reflective learning as well as working independently and creatively.


Spiritual Development in Learning For Life Form Activities

Tutor time is an organised learning activity where there are a wide variety of opportunities to nurture all students’ spiritual education and development.

All tutorial activities follow the TEEP teaching and learning cycle and there are built opportunities for students to develop a set of principles that inform their own values and patterns of behaviour. Our students demonstrate on a daily basis:

·         An awareness and understanding of own and others’ beliefs

·         A respect for themselves and for others

·         A sense of empathy with others, concern and compassion

·         An ability to show courage in defence of their beliefs

The TEEP learning cycle allows students to engage their innate and natural curiosity about the world and community in which they live.

For example our students have high standards related to attendance and behaviour. These are supported by formal activities relating to monitoring and tracking student standards in these areas.

Experiencing awe and wonder

Our students have many opportunities to show enjoyment and fascination in their learning for example there are tutorial sessions relating to:

1.     Celebrating success

2.     Defining achievement

3.     Problem solving

4.     Learning from mistakes


Exploring the values and beliefs of others

Our students have the opportunity to look at and explore the values of and feelings of others for example:

1.     During Remembrance week students look and explore the reasons why we wear poppies and how war still impacts on people’s beliefs and values.

2.     During anti-bullying week students explore what it means to be bullied on line and the impact it has on an individual’s personal well-being.

3.     During National Anger Week students reflect on what makes people angry and what strategies can be put in place to manage anger relating issues.


Understanding Human feelings and emotions

Our students are given a range of opportunities to develop an understanding of others feeling and emotions for example:

1.     During National Anger Week students reflect on what makes people angry and what strategies can be put in place to manage anger relating issues.

2.     Students reflect upon the diversity of our local community and how be working together we can place our school at the heart of our local community.

Using imagination and creativity in learning.

During tutor time TEEP related learning activities are designed to hook and engage our students as quickly as possible. The TEEP learning cycle always begins with an engaging starter/settler. For example:

1.     During remembrance week students reflect upon why we wear a poppy and look at the work of the Royal British legion

2.     During the tutor sessions on homelessness in the Spring term our students see a number of hard hitting you tube clips relating to anger and homelessness.


Moral Development in Learning For Life Form Activities

Tutor time is an organised learning activity where there are a wide variety of opportunities to nurture all students moral education and development. All TEEP tutorial activities and themes all our students to be able to:

·         An ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and other cultures

·         An ability to think through the consequences of their own and others’ actions

·         A willingness to express their views on ethical issues and personal values

·         An ability to make responsible and reasoned judgements on moral dilemmas

Investigating moral values and ethical issues

Our students have many opportunities to investigate moral values and ethical issues in their learning for example there are tutorial sessions relating to:


1.     What it means to be a hero?

2.     Exploring homelessness

3.     Being part of an isolated community


Recognising right from wrong and applying it:


Our students are given clear guidance on the difference between right and wrong. Form tutors role model the behaviour we expect from our students. Tutor time is a positive experience for all our students and gives them the ability to discuss and reflect upon issues of right and wrong within their own lives, our school and the local community. For example there are tutorial sessions on:

1.     Prejudice and discrimination

2.     Is ever OK to lie?

3.     Volunteering

4.     Positive and negative thinking

Understanding the consequences of their actions


Our students are given many opportunities to reflect and recognise the consequences of choices, actions and beliefs for example there are Learning for life tutor sessions related to:


1.     Being a hero

2.     Celebrating successes

3.     Time management

4.     Future planning


Social Development in Learning For Life Form Activities


Tutor time caters for students social development and all our tutor sessions and interactions with our students encourages the development of these skills for example:

·         Adjust to a range of social contexts by displaying appropriate behaviours

·         Relate well to other people’s social skills and personal qualities

·         Work, successfully, as a member of a group or team

·         Challenge, when necessary and in appropriate ways, the values of a group or wider community

·         Share views and opinions with others, and work towards consensus

·         Resolve conflicts and tension within the tutor group – and across the school

·         Reflect on their own contribution to society and to the world of work

·         Show respect for people, living things, property and the environment

·         Benefit from advice offered by those in authority or counselling roles

·         Exercise responsibility

These are seen within tutors sessions for example:

1.     Working as a team to create Christmas hampers for distribution to Age UK and within our local Community

2.     Working as a team to take part in the £5 pound Challenge to raise money to support local homeless Charity (Redditch Nightstop)


Developing personal qualities and social skills

These are seen on a daily basis within form time.

·         Our students are polite and courteous to staff, each other and visitors to the school. Socio-economic background, race or gender is not a factor that discourages these life skills.



Participating cooperatively and resolving conflict


During tutor time our students are seen working together in teams, sharing their learning and supporting each other. They are respectful of each other, their teachers and each other’s property. For example:

1.     Each tutor group has a tutor board that is used weekly to celebrate individual successes and to showcase those students whose are developing their leadership skills by taking a full and active part in our school council, organising charity events (such as children in need and Red Nose Day), promoting Remembrance Day

2.     Developing podcasts for specific National Events – such as Remembrance day

Understanding how communities and societies function

Our students show on a regular basis the following skills and attributes within tutor time:

·         Exercise responsibility

·         Appreciate the rights and responsibilities of individuals within the wider social setting

·         Understand how societies function and are organised in structures such as the family, the school and local and wider communities

·         Participate in activities relevant to the community

For example:

1.     Students come to school prepared for learning and use tutor time as a vehicle to prepare for their learning during the day

2.     During a house week on being part of a community our students learnt about ways communities can become segregated and how groups can become isolated within a community. Students are able to reflect on what makes a community successful

As mentioned our students contribute to Age UK and Redditch Night stop.    


Cultural Development in Learning For Life Form Activities


Planned tutorial activities allow  our students to develop:

·         A willingness to participate in, and respond to, artistic and cultural enterprises

·         A sense of personal enrichment through encounter with cultural media and traditions from a range of cultures

·         A regard for the heights of human achievement in all cultures and societies

·         An appreciation of the diversity and interdependence of cultures


Exploring, understanding and respecting diversity

For example there are tutorial activities that celebrated the success of:

1.     A British Winner of Wimbledon

2.     A house week devoted to the arts and a celebration of our culture

3.     A year 9 day (TRICS day) devoted not only to developing community but also an arts based session on what it means to be British

Participating in and responding to cultural activities

All students belong to a tutor group that is part of a year group but also each tutor group belongs to a house system. Our students:


1.     Take an active part in preparing form assemblies to be delivered to the whole year group. Students take a them from the assembly calendar.

2.     They are given opportunities to improve their learning through planned intervention sessions and to reflect upon exam performance

3.     Every student displays their house bade on their blazer as part of their school uniform

4.     Every student takes part in sports day and represent their form and house with pride

Understanding and appreciating personal influences

Latest News