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Spiritual, Moral, Social and Cultural Education: Exploring Values in the Curriculum

Spiritual, Moral, Social and Cultural Education: Exploring Values in the CurriculumThis book is for all teachers in primary and secondary education, whatever their subject specialism. The state school curriculum is now tightly specified in terms of subject content; but education is also about pupils' learning — so their total set of experiences in school are important, stemming as much from how they are taught as what they are taught. Pupils do imbibe information; but more importantly they grow as individuals and develcv values and a stance for living Out their lives. This is influenced by many things — home, family, the media, friends as well as school. But school can be a place where experiences and values are integrated, discussed and shaped into a meaningful philosophy of life. All curriculum subjects can contribute to this, within a whole-school ethos which promotes personal and social development. 

This book, by a range of teachers and teacher trainers, explores whole curriculum issues (Part 1) including religious education, drama, citizenship and vocational education; and (Part 2) the National Curriculum subjects. Some readers will want to read through this book in its entirety as a way of reflecting on the pupils whole experience; others may wish to focus on their specialist subjects but will get a Culler insight into spiritual, moral, social and cultural issues, and the development of values in general, by reading Part 1 in addition to their specialist chapter in Part 2. 

We hope that spiritual, moral, social and cultural issues, being promoted by OFSTED and others following the 1988 Education Reform Act, can be viewed as opportunities to help pupils to learn and develop rather than additional impositions on an already overburdened teaching force. Good teachers actively develop an environment and ethos in school in which all pupils can flourish, intellectually, emotionally, physically, creatively, morally, socially, culturally. Education engages each pupil as a whole person: how to integrate a segmented subject-based