SMSC and fundamental British values summary

1. SMSC and fundamental British values summary www.optimal-learning.co.uk

2. What is SMSC? It’s about developing the whole child through: • Spiritual • Moral • Social and • Cultural activities In an environment which enables all children to grow and flourish, become confident individuals and appreciate their own worth and that of others.

3. Why the changes? • Greater emphasis as a result of concerns in some Birmingham schools in spring 2014 (protect from radicalisation) • The changes were designed to “tighten up the standards on pupil welfare to improve safeguarding, and the standards on spiritual, moral, social and cultural development of pupils to strengthen the barriers to extremism”. (Lord Nash)

4. DfE departmental guidance • Schools need to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. • Young people need to understand the importance of respect and leave school fully prepared for life in modern Britain. • A move from ‘respecting’ to ‘actively promoting’

5. Post 2014 - FBV Prevent Strategy 2011 states: • Schools by law must teach a ‘broad and balanced curriculum which promotes the spiritual, moral and cultural development of pupils and prepares them for the opportunities, responsibilities and experiences of life’ and • Schools are required to promote community cohesion • Teaching must be balanced and unbiased • Schools must safeguard and promote the welfare of children

6. The DfE’s fundamental British values • The DfE considers these values to be those of: • Democracy • Rule of law • Individual liberty • Mutual respect and tolerance of different faiths and beliefs

7. Fundamental British values in primary schools • Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance • Pupils should understand the difference between English law and differing views on right and wrong • A school’s ethos and teaching should support English law and parents should be aware of this • Pupils should be aware of the difference between law of the land and religious law

8. Demonstrating democracy in primary schools Saint Mary’s demonstrates democracy through: • Pupil voice • School council • Voting • Elections • Pupil Questionnaires • Contribution to school policies

9. Demonstrating the rule of law in primary schools Saint Mary’s demonstrates the rule of law through: • Behaviour policy • School rules • Visits from police etc

10. Demonstrating individual liberty in primary schools Schools can demonstrate individual liberty through: • Making individual choices in a safe, supportive environment x • Tackling challenges x • Choice over and variety of extra curricular activities x

11. Demonstrating mutual respect in primary schools Saint Mary’s demonstrates mutual respect through: • The school’s ethos, values and beliefs • Buddying systems

12. Spiritual development The spiritual development of pupils is shown by their: • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in 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.

13. Spiritual development opportunities • RE lessons • The wow factor – spine tingling moments • Celebration assemblies

14. Moral development The moral development of pupils is shown by their: • ability to recognise the difference between right and wrong, readily apply this understanding in their own lives 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 being able to understand and appreciate the viewpoints of others on these issues.

15. Moral development opportunities • Citizenship • Sustainability • Fair trade issues • Equalities, identities and diversity • Discussions/debates around moral and ethical issues • Nurture groups • School behaviour policy (responsibility for own actions)

16. Social development The social development of pupils is shown by their: • use of a range of social skills in different contexts, including working and socialising with pupils 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; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

17. Social development opportunities • Collaborative tasks (including team building activities) x • Opportunities to vote x • Class to class pairings • Mentoring • School council, green gang etcx • Playground helpers x • After school activities x • Community events (locally, nationally, globally) x • School and community partnerships • School trips x • Celebrating differences (MI days) x

18. Cultural development 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 within school and further afield as an essential element of their preparation for life in modern Britain • 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, 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, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

19. Cultural development opportunities • Links with local schools, businesses, museums, faiths etc • Participation in cultural events • School visits • Current affairs issues • Enterprise activities • Cultural food celebrations