Education for Spiritual, Moral, Social and Cultural DevelopmentRon Best A&C Black, 2000 M06 1 - 226 pages Drawing on successful practice, and relating such practice to theoretical insights, this comprehensive treatment of the challenge of educating children spiritually, morally, socially, and culturally offers enlightenment for individual teachers' classroom practice as well as for whole-school approaches. |
Contents
| 1 | |
| 13 | |
the social construction of spiritual moral social and cultural education | 22 |
3 Practical ways for developing SMSC across the curriculum | 37 |
uneasy bedfellows? | 52 |
towards a public discourse model of moral education | 68 |
the role of emotional education in raising school achievement and promoting the caring community | 80 |
towards creating a paradigm for discerning the spiritual dimension of education | 91 |
10 Vocational education and SMSC | 130 |
11 For richer? For poorer? For worker? For citizen | 143 |
its relationship to school improvement and the role of religious education | 155 |
13 Developing an understanding of worth | 164 |
a forum for SMSC? | 173 |
15 A collaborative approach to researching teacher work in developing spiritual and moral education | 187 |
16 Reflections on inspections | 199 |
Conclusion | 210 |
Other editions - View all
Common terms and phrases
achieve action adult Alan Partridge approach areas argue aspects assemblies Basil Fawlty behaviour beliefs careers education chapter child Circle citizenship citizenship education classroom collective worship commitments concept concern context cultural development Daniel Goleman debate Descartes dimension discourse discussion emotional empathy ethos example experience faith feel Forum framework GNVQ guidance human ideas identified important individual inspection involved issues judgements justice Key Stage knowledge language teaching learning lives London means method moral development moral education National Curriculum NVQs objects Ofsted opportunities particular perspective planning postmodern practice procedures programme PSHE Qualifications and Curriculum Quality Circle questions recognize reflection relationships religious education responsibility restorationism role SCAA school curriculum secondary schools sense significant Sikkal skills SMSC development social and cultural society spiritual and moral spiritual development suggests talk teachers things understanding vocational young
Popular passages
Page 13 - Act, which states that schools are required to provide a balanced and broadly based curriculum which (a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and (b) prepares such pupils for the opportunities, responsibilities and experiences of adult life.