Cultural development refers to pupils’ increasing understanding and command of those beliefs, values, customs, knowledge and skills which, taken together, form the basis of identity and cohesion in societies and groups. This area of development is principally concerned with the pupils’ understanding and appreciation of the music, art, drama, poetry, science and technology of the society in which they live.
The purpose of education is both to develop and strengthen the cultural interests which the pupils already possess and expose them to a breadth of stimuli which will allow them to develop new interests. It is important to realise that cultures change, consequently pupils will be taught about those past features which have influenced and shaped the present, as well as about how the present generations, themselves included, are maintaining, interpreting and reshaping their cultural traditions.
It is also acknowledged that the School will not be the only means whereby a boy or girl is influenced culturally and, indeed, that it may not be the strongest of these. The School can have an immediate impact upon its pupils and does have a contribution to make. Such contributions may include an introduction to the values and customs held within a nation’s culture, and to those of other significant cultures, including those represented in the School. In the Holme Grange context, with the presence of pupils from other cultures it is important that they feel that their values and customs are respected.
- Children at Holme Grange are encouraged to share their eclectic cultural diversities building respect and empathy with their peers.
- Children are promoted to display tolerance and harmony between are cultural traditions by enabling pupils to have respect for their own and other cultures.
At school pupils discover and develop their aesthetic, creative, intellectual and physical skills. They should develop an awareness of their own cultural roots. They should also be able to appreciate the diversity and evolution of cultural traditions that society has, how conflicts between them occur, and how they can be reconciled. To help meet the needs of individuals and of the school the following should occur:
- In lessons there should be opportunities to develop individual skills and achievements appropriate to all curricular subjects.
- In lessons and assemblies pupils should be helped to understand, respect and appreciate other beliefs, social circumstances and cultures and their impact.
- Through the involvement of parents of different nationalities, sharing with us their own individual culture.
In order to put the above definitions into practice and to ensure that they are coordinated with each other and our other school policies, several actions must take place.
Political issues are brought to the attention of the pupils through assemblies and curricular and extra- curricular activities. They are offered a balanced presentation of opposing views.
Those with responsibilities for planning and delivering assemblies should regularly consider aspects of SMSC and ensure that matters of topical concern are also included as well as recurrent issues.
Those with responsibility for publicising the school or liaising with other schools and organisations should consider the SMSC aspects of their public relations. In addition to being representatives of the school, they should report SMSC matters arising from their links to the school at appropriate occasions.
Those with responsibility for running clubs, trips and other events should develop their awareness of SMSC opportunities their activities have, and maximise the benefits they bring.