Transcript smsc powerpoint for parents [ppt 258KB]

SMSC and fundamental British values
summary
www.optimal-learning.co.uk
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.
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)
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’
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 2014 - FBV
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
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
Demonstrating democracy in
primary schools
Saint Mary’s demonstrates democracy through:
• Pupil voice
• School council
• Voting
• Elections
• Pupil Questionnaires
• Contribution to school policies
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
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
Demonstrating mutual respect in
primary schools
Saint Mary’s demonstrates mutual respect
through:
• The school’s ethos, values and beliefs
• Buddying systems
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.
Spiritual development opportunities
• RE lessons
• The wow factor – spine tingling moments
• Celebration assemblies
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.
Moral development opportunities
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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)
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.
Social development opportunities
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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
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.
Cultural development opportunities
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Links with local schools, businesses, museums, faiths etc
Participation in cultural events
School visits
Current affairs issues
Enterprise activities
Cultural food celebrations