(Adaptation note: this policy adapts the source school's "Spiritual, Moral, Social and Cultural (SMSC)" policy — a construct of the source school's home inspection framework. The title has been updated for Al Fajer Private School and the policy rebuilt on AFS's crest values, while the file name and policy reference are unchanged so the document pairs with its source. The four-strand structure is retained, with the "spiritual" strand reframed as "reflection and wonder".)
DOCUMENT CONTROL
| Policy Reference | AFS-POL-27 (proposed scheme — see _ADAPTATION_NOTES.md) [NEEDS AFS INPUT: confirm policy-numbering scheme] |
| Date Adopted | [NEEDS AFS INPUT] |
| Last Review Date | [NEEDS AFS INPUT] |
| Next Scheduled Revision (biannually) | [NEEDS AFS INPUT] |
| Version | Author | Date | Changes |
|---|---|---|---|
| 0.1 | [NEEDS AFS INPUT: policy owner] | [NEEDS AFS INPUT] | Adapted for Al Fajer Private School (KG1 – Grade 6, American curriculum) from the source policy |
Table of Contents
- Reflection and Wonder
- Moral Development
- Social Development
- Cultural Development
- Aims
- Planning
- Developing Reflection and Wonder
- Developing Moral Character
- Developing Social Character
- Developing Cultural Awareness
- Student Voice
1.0 Reflection and Wonder
Students' growth in reflection and wonder is shown by their:
1.1 Beliefs and values, religious or otherwise, which inform their perspective on life and their interest in and respect for different people's feelings and values.
1.2 Sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible.
1.3 Use of imagination and creativity in their learning.
1.4 Willingness to reflect on their experiences.
2.0 Moral Development
Students' moral development is shown by their:
2.1 Ability to recognize the difference between right and wrong, and their readiness to apply this understanding in their own lives.
2.2 Understanding of the consequences of their actions.
2.3 Interest in exploring, and offering reasoned views about, age-appropriate moral and ethical questions.
3.0 Social Development
Students' social development is shown by their:
3.1 Use of a range of social skills in different contexts, including working and socializing with students from different religious, ethnic and socio-economic backgrounds.
3.2 Willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively.
3.3 Interest in, and understanding of, the way communities and societies function at a variety of levels.
4.0 Cultural Development
Students' cultural development is shown by their:
4.1 Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage.
4.2 Willingness to participate in, and respond to — for example — artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities.
4.3 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 toward different religious, ethnic and socio-economic groups in the local, national and global communities.
5.0 Aims
5.1 At Al Fajer Private School, the students and their learning are at the very heart of every decision made. We aim to develop learners who are passionate, take ownership of their learning and are proud of their achievements. The ethos of our school is such that all people who come into our school — whether students, staff, parents or visitors — are valued as individuals in their own right. They should set, and be entitled to expect from others, good standards of behavior, marked by respect and responsibility.
5.2 This policy is built on the values of our crest:
5.2.1 Loyalty and integrity — the deep blue of our crest: honesty, kindness and trust. We ask children to be true to themselves and good to one another.
5.2.2 Intellect, optimism and creativity — the gold of our crest: curiosity, a sunny outlook and imagination — the spark behind every discovery in our classrooms.
5.3 AFS will help the students to develop an inner discipline and will encourage students not simply to "follow the crowd" — they will make up their own minds and be ready to accept responsibility for what they do. They will grow through making choices and holding to the choices that they have made. They will want to be honest with themselves and with others.
6.0 Planning
6.1 In planning lessons, teachers are aware of the need to plan opportunities that develop children's reflection, moral understanding, social skills and cultural awareness. The vast majority of these opportunities are delivered through cross-curricular activities, the social-emotional learning (SEL) program (see the Whole-School Curriculum Policy) and assemblies, as well as through specific life-skills teaching.
7.0 Developing Reflection and Wonder
7.1 Planned opportunities for reflection and wonder can be seen in all subjects across the school. Children are given opportunities to reflect on experiences that carry deeper meaning for them. Examples of experiences commonly regarded as building reflection and wonder include:
7.1.1 Curiosity and mystery.
7.1.2 Awe and wonder.
7.1.3 Connection and belonging.
7.1.4 Heightened self-awareness.
7.1.5 Prayer and quiet reflection.
7.1.6 Deep feelings about what is felt to be ultimately important.
7.1.7 A sense of security, well-being, worth and purposefulness.
7.2 AFS will develop a climate and ethos within which all students can grow and flourish, respect others and be respected — accommodating differences and respecting the integrity of individuals.
8.0 Developing Moral Character
8.1 At Al Fajer Private School we believe that a morally aware student will develop a wide range of skills. These can include the following:
8.1.1 Distinguishing right from wrong, based on knowledge of the moral codes of their own and other cultures.
8.1.2 Developing an ability to think through the consequences of their own and others' actions.
8.1.3 Having an ability to make responsible and reasoned judgments.
8.1.4 Ensuring a commitment to personal values.
8.1.5 Having respect for others' needs, interests and feelings, as well as their own.
8.1.6 Developing a desire to explore their own and others' views, and an understanding of the need to review and reassess their values, codes and principles in the light of experience.
8.2 AFS develops students' moral character by:
8.2.1 Providing a clear moral code as a basis for behavior — rooted in loyalty and integrity — which is promoted consistently through all aspects of the school.
8.2.2 Promoting racial, religious and other forms of equality.
8.2.3 Giving students opportunities across the curriculum to explore and develop moral concepts and values — for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong.
8.2.4 Developing an open and safe learning environment in which students can express their views and practice moral decision making.
8.2.5 Rewarding expressions of moral insight and good behavior.
8.2.6 Recognizing and respecting the codes and morals of the different cultures represented in the school and the wider community.
8.2.7 Encouraging students to take responsibility for their actions — for example, respect for property, care of the environment, and developing codes of behavior; providing models of moral virtue through literature, the humanities, the sciences, the arts and assemblies; reinforcing the school's values through images, posters and classroom displays; and monitoring, in simple ways, the success of what is provided.
8.3 Teachers always discuss with their homeroom classes the expected student conduct, based on the values held by the school. We teach students to be aware of their own actions, to take responsibility for their own bodies, and we encourage independence. We help the children to identify their feelings and think these through so that they are expressed in behavior that is socially acceptable.
9.0 Developing Social Character
9.1 At Al Fajer Private School we recognize that students who are becoming socially aware are likely to be developing the ability to:
9.1.1 Adjust to a range of social contexts through appropriate and sensitive behavior.
9.1.2 Relate well to other people's social skills and personal qualities.
9.1.3 Work successfully as a member of a group or team.
9.1.4 Share views and opinions with others.
9.1.5 Resolve conflicts in a mature and appropriate way for their age.
9.1.6 Reflect on their own contribution to their community.
9.1.7 Show respect for people, living things, property and the environment.
9.1.8 Exercise responsibility.
9.1.9 Understand how communities function and are organized in structures such as the family and the school.
9.1.10 Understand the notion of interdependence in an increasingly complex society.
9.2 AFS develops students' social character by:
9.2.1 Identifying key values and principles on which school and community life is based.
9.2.2 Fostering a sense of community, with common, inclusive values.
9.2.3 Promoting racial, religious and other forms of equality.
9.2.4 Encouraging students to work cooperatively.
9.2.5 Encouraging students to recognize and respect social differences and similarities.
9.2.6 Providing positive experiences to reinforce our values as a school community — for example, through assemblies.
9.2.7 Helping students develop personal qualities which are valued in society — for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect and an awareness of others' needs.
9.2.8 Providing opportunities for participating in community life.
9.2.9 Providing opportunities for students to exercise leadership and responsibility — for example, through class councils and age-appropriate classroom responsibility roles.
9.2.10 Providing positive and effective links with the wider community — for example, community-helper themes, guest speakers welcomed under the Visiting Speaker Policy, and age-appropriate community-service activities.
10.0 Developing Cultural Awareness
10.1 AFS students are made aware of the richness of the Kingdom of Bahrain's heritage and of the diversity of the world's cultures. We teach children to cherish Bahraini culture while thinking globally, growing into respectful, open-minded global citizens.
10.2 Students who are becoming culturally aware are likely to be developing some or all of the following characteristics:
10.2.1 An ability to reflect on important questions of meaning and identity.
10.2.2 An interest in exploring the relationship between human beings and the environment.
10.3 AFS develops students' cultural awareness by:
10.3.1 Extending students' knowledge and use of cultural imagery and language — across English and Arabic, with early exposure to French.
10.3.2 Encouraging them to think about special events in life and how they are celebrated, including Bahrain's national and seasonal celebrations.
10.3.3 Recognizing and nurturing particular gifts and talents, providing opportunities for students to participate in literature, drama, music, art, crafts and other cultural events, and encouraging students to reflect on their significance.
10.3.4 Reinforcing the school's cultural links through displays and posters, as well as developing partnerships with outside organizations and individuals to extend students' cultural awareness — for example, theater, museum and gallery visits.
11.0 Student Voice
11.1 The term "Student Voice" describes how students give their input to what happens within the school and classroom. Our desire is for students to know that their ideas, opinions and growing expertise are valued in all aspects of school life. Student Voice permeates all levels of our work — from students participating in small-group classroom conversations to students helping to shape class procedures and events and contributing to the overarching ethos of the school through age-appropriate class councils.