1. SMSC and fundamental British values summary

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
Post FBV

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 etc x
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