- Development Plan 2000-2001

Key Statement

"To provide high-quality, informed support to all middle schools".

Key objectives 2000-2001

• Raise membership from the current base to 80 per cent of all middle schools
  Through the development of an information pack all middle schools not currently part of will be encouraged to join.
• Develop further links with the DfEE, Ofsted, QCA and the TTA
  Through initial meetings with the above key organisations we want to ensure that we are fully involved, as key players, on any new initiatives from national organisations.
• Plan and deliver an effective Conference for September 2001.
  The WAMS group have already identified teaching and learning as the key theme. We would like to create more workshops on issues which are pertinent to middle schools as well as input from lead speakers.
• Develop closer links with the middle school picture internationally
  At a time of disappointing regression in the number of middle schools in England greater liaison with other countries would be of real benefit to . We need to consider how we can achieve this.
• Ensure a termly edition of the newsletter
  A small editorial group has been established within WAMS to develop the newsletter but clearly it will be reliant upon articles from other middle schools.
• Develop the role of the web-site so that it leads to increased use from middle schools
  In order to achieve these objectives we need to think about how as an organisation we can move forward at a time of massive pressure in education. Other organisations have responded to their growing needs through the appointment of executive offers who are paid a daily rate/honorarium to act on behalf of the organisation. I think we need to give our future serious consideration.

Graham Langtree

Spiritual, Moral, Social And Cultural Development In Middle Schools

In Dorset, middle schools were actively involved in developing county guidance on the critical dimensions of pupils' spiritual, moral, social and cultural development.

Initially, we drew up some key learning frameworks which for us encapsulated the dimensions of spiritual, moral, social and cultural development.

We then highlighted some key questions which all curriculum areas need to address, for example:

• How are pupils' inner experiences (feelings and responses) shared in ways which give them value?
  
• Are there regular opportunities for stillness, reflection and quiet thought and are these valued in the same way as activity and "busyness"?
  
• How are pupils given the opportunity to explore the value of people and the planet?
  
• How do pupils consider specific moral issues and dilemmas and the values the school actively seeks to promote?
  
• How does the curriculum recognise and celebrate diversity?

We then looked at how the taught curriculum and other learning activities (residentials, extra-curricular activities) actively promoted spiritual, moral, social and cultural development and how "auditing" of curriculum provision could help identify strengths and areas for development in this dimension of learning (evidence would suggest that while moral and social development were areas of strength schools needed a sharper focus on spiritual and cultural development).

Finally, we sought to support schools by providing case studies of specific projects schools had created and used to promote spiritual, moral, social and cultural development (examples from Dorset Middle Schools included a Friendship and Co-operation day and the development of a school policy on SMSC). A number of Middle Schools then identified areas of focus within the framework of SMSC such as:

• promoting pupils' self-esteem through valuing their achievements and celebrating what is significant to them;
  
• developing pupils' hearts and minds through the use of the imagination and engagement with thoughts, feelings and experiences;
  
• helping pupils explore specific questions of meaning such as 'How did life begin?' and 'What is of value to me?'
  
• promoting recognition of pupils place in and dependence on the environment;
  
• helping pupils reflect on their place in and contribution to their family, school, community and world;
  
• the importance of regular times of quiet and stillness with opportunities for silence and reflection;
  
• how subject leaders in developing their programmes of study will consider spiritual and moral aspects so that opportunities for diversity, moral dilemmas, values and investigative research are not missed or ignored;
  
• the history of different cultural traditions in the worlds;
  
• the common needs of human beings such as food, shelter, nutrition, belonging and a sense of meaning and purpose;
  
• the various ways different cultures respond to these needs together with the skills needed;
  
• contributing to one's own cultural tradition;
  
• learning from other cultures in order to empathise with people from different traditions;
  
• analysis and criticism of features of cultural traditions in order to identify prejudice, intolerance and discrimination;
  
• engagement in discussion and negotiation with people of different traditions.

With a great plethora of national activity currently taking place in SMSC and related areas it seems an important time to reiterate the central concern of middle schools that education is about who we are and what we are like as well as what we know. As David Pascall (ex Chairman of the NCC) wrote:

"I expect schools to have and communicate a clear vision of the moral values which it and society hold to be important. These include trust, fairness, politeness, honesty and consideration for others. I also look to the school to support parents in bringing our children to spiritual maturity. Spiritual growth in this context does not apply only to the development of religious belief but involves encouraging our children to search for meaning in life and values by which to live. There are no attainment targets for these achievements but to relegate their importance would be to deny the humanity of our children."

Graham Langtree, Dorset Middle Schools Forum Leader.
Details of Dorset's guidance on spiritual, moral, social and cultural development can be obtained from Graham at SES, County Hall, Dorchester, DT1 1XJ, tel (01305) 224663 or fax: (01305) 224348 or e-mail e.j.sawyer@dorset-cc.gov.uk