British Values and SMSC

British Values

As a ‘Rights Respecting’ Gold school, we recognise that ‘British Values’ (democracy, the rule of law, individual liberty and mutual respect of those with different faiths and beliefs) are values that can equally be applied to the whole of our school community, local community and the wider world.

These values are taught via our overarching ‘Rights Respecting’ ethos, our PSHE curriculum, curriculum enrichment activities such as our Skills Builder programme, trips, visitors (including to the Houses of Parliament) and other life education programmes.

A sample of the activities covered to teach these values include:

  • Community police visit to Year 6 regarding transition to secondary.
  • Outside Chance – criminal/civil law affecting children entering secondary school
  • Houses of Parliament trip and workshops – how laws of the country are created, meetings with local MP
  • Police Cadets assembly in KS2
  • Police Cadets after school club
  • Community police visits
  • Children’s Parliament/Urban Studies projects with Year 6, looking at how law/parliament works
  • Working With Men – specific sessions regarding crime and avoidance strategies
  • WASTED assembly and workshop – effects of drugs on health and life choices/crime
  • Computing – eSafety lessons and legal implications
  • History and Geography- specific year groups (Greeks – democracy, Tudors- Kings Law, WW1- international law)
  • Rights Respecting- UNICEF international laws for children​

SMSC – Spiritual, Moral, Social and Cultural Development

The spiritual development of pupils is shown by their:

  • ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • knowledge of, and respect for, different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences

The moral development of pupils is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest  in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

The cultural development of pupils is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • ability to recognise, and value, the things we share in common across
    cultural, religious, ethnic and socio-economic communities
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

Spiritual, Moral, Social and Cultural (SMSC) development is the over-arching umbrella that encompasses personal development across the whole curriculum.

SMSC is at the heart of school development. It requires us to think about the kind of people we aspire to be, the kind of world we aspire to create, and the kind of education we aspire to provide.