Personal Development and SMSC is a key element of the whole school curriculum at Childwall Sports and Science Academy. Personal Development is embedded well within the ethos of the academy and continues to develop in line with local, national and global changes to our society and the environment in which we live and learn. The Personal Development programme is delivered through assemblies, form time, PSHE and RE lessons, extra- curriculum activities and through curriculum content. The academy works to enhance student’s spiritual, moral, social and cultural development. The programme supports the development of resilience, independence, cultural capital and character. The academy aims to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background, religion, sexuality, gender or race. Childwall SSA aims to promote the basic British Values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. We ensure our young people understand the importance of respect, equality, diversity, leave school fully prepared for life in modern Britain and can make a positive contribution to society. Our careers programme helps prepare students for future success in education, employment and training. The academy has strong links with local and regional organisations such as Stonewall, Diversity Role Models, The Anthony Walker Foundation, Brook, The Amy Winehouse Foundation and Everton in the Community, that support our students with making the right choices to keep safe and celebrate the differences and diversity within British society.
Personal Development is facilitated by the use of the following systems, processes and partnerships at CSSA:
SPIRITUAL - Beliefs, religious or otherwise, which inform pupils’ perspective on life and their interest in, and respect of, different people’s feelings and values. A 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 and willingness to reflect on their experiences.
MORAL - Ability to recognise the difference between right and wrong and pupils’ 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 issues.
SOCIAL - 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.
CULTURAL - Understanding and having an 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 socioeconomic groups in the local, national and global communities
These are defined by Ofsted as:
The rule of law
Tolerance of those with different faiths and beliefs