SMSC

At Hebden Green we recognise that the personal development of pupils, spiritually, morally, socially and culturally (SMSC), plays a significant part in their ability to learn and achieve.  We therefore aim to provide an education that provides pupils with opportunities to explore and develop their own:

  • values and beliefs
  • spiritual awareness
  • personal behaviour

Also:

  • a positive, caring attitude towards other people
  • an understanding (where possible) of their social and cultural traditions
  • an appreciation of the diversity and richness of their cultures (where possible)

SMSC plays a significant part in learning and achievement.  All curriculum areas have a contribution to make to the child’s spiritual, moral, social and cultural development.

Christian values, principles and spirituality will be explored in the curriculum, especially in RE and Collective Worship.  The integrity and spirituality of other faith backgrounds will also be explored and respected. The diversity of spiritual traditions will be recognised, and pupils will be given access to alternative views.

All adults will model and promote positive behaviour and values, treating all people as worthwhile individuals and showing respect for pupils and their families.  Pupils should learn to differentiate between right and wrong (where possible) in as far as their actions affect other people.  They will be encouraged to value themselves and others.

Pupils (where possible) should understand the need for rules and the need to abide by rules for the good of everyone.  School and classroom rules will reflect, reiterate, promote and reward positive behaviour and provide opportunities to celebrate the work of pupils and their achievements.

All curriculum areas will use illustrations and examples drawn from as wide a range of cultural contexts as possible.

 

AIMS OF SMSC

  • To ensure that everyone connected with the school is aware of our values and principles.
  • To ensure a consistent approach to the delivery of SMSC issues through the curriculum and the general life of the school.
  • To ensure that a pupil’s education is set within the context that is meaningful and appropriate to their age, aptitude and background.
  • To ensure that pupils know what is expected of them and why.
  • To allow each pupil access to a range of opportunities to reflect upon and discuss their beliefs, feelings and responses to personal experience (where possible).
  • To enable pupils to develop an understanding of their individual and group identity.
  • To enable pupils to begin to develop an understanding of their social and cultural environment and an appreciation of the many cultures that now enrich our society.
  • To give each pupil the opportunity to explore social and moral issues and develop a sense of social and moral responsibility.
  • To ensure the school meets the legal requirements for a daily act of collective worship which is broadly Christian in character.

British Values

As of September 2014, the DfE requires all schools to promote the historical and current values that underpin the national identity known as “being British”. Within this, all schools are required to ensure that the curriculum actively promotes these fundamental British values.

We break down the teaching and learning of British Values into Pathway One, Pathway Two , Pathway Three, the Foundation Stage and Post 16.

Every subject policy references both SMSC and British Values.

 

Teaching British Values in Pathway 1 and the Foundation Stage

Pathway 1 learners and their curriculum respect and acknowledge the core British values whilst using teaching experiences to drive each individual’s priority area of learning.

Freedom

Each pupil is given the freedom to make choices at every opportunity and is empowered as much as possible to have control over his/her life.

Tolerance

Each pupil is encouraged to be aware of and to accept others and other environments.

Rule of Law

Pupils are encouraged to show an awareness of routine activities and to engage within his/her class or group.

Belief in personal and social responsibility

Pupils are encouraged to demonstrate, at an individual level, preferences that others acknowledge, accept and understand, for example through a pupil’s own ‘happiness profile.’

Respect for British Institutions

Each pupils is provided with a personalised curriculum comprising of experiential learning activities linked to British traditions, culture and institutions e.g. British food, family life, British music, Sport, people who help us in the community. Throughout these activities pupils are enabled to communicate preferences (voice and opinions) at all developmental levels.

 

British Values in Pathway 2

Pathway 2  learners and their curriculum respect and acknowledge the core British values.

Freedom

Each pupil is given the freedom to make choices at every opportunity and is empowered as much as possible to have control over his/her life. Pupils within Pathway 2 are empowered to make choices in personalised ways that are transferable beyond the school setting.  It is essential that they understand their rights to freedom and how to make decisions that will affect this right.

Tolerance

Each pupil is encouraged to be aware of and to accept others and be able to express themselves so others are tolerant of them.  By being self-aware and able to express their feelings and ideas pupils will be able to gain a better sense of the world, their place in it and the variety of others that will exist alongside them.

Rule of Law

Pupils within Pathway 2 are encouraged to gain a sense of rules and the larger world of laws.  They need to develop the concept of right and wrong in all areas of their lives including when they are outside of school.  They need to be aware of consequences of behaviours and build a self awareness about their own practices and habits.  They need to respect and adhere to the laws and rules within their home, school, community and country.

Belief in personal and social responsibility

Pupils are encouraged to demonstrate, at an individual level, a sense of accountability about their own behaviour within the home, school, community and wider world.

Pupils will also be expected to develop a wider sense of social responsibility by engaging in activities and events that support charities and other worthwhile causes.

Respect for British Institutions

Each pupil is provided with a personalised curriculum that explores British culture through shared and independent activities.  They will explore what it means to be British and how others may see it differently.  They will explore this idea by looking at British traditions, cultures and institutions e.g. British food, family life, British music, sport, people who help us in the community.

Pupils will celebrate being British and support organisations and other causes linked to this.

 

British Values in Pathway 3 and Post 16

Pathway 3 learners and their curriculum respect and acknowledge the core British values. In Pathway 3 we aim to teach about:

 

Democracy:

  • Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services
  • Teach pupils how they can influence decision-making through the democratic process
  • Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain
  • Encourage pupils to become involved in decision-making processes and ensure they are listened to in school
  • Help pupils learn how to argue and defend points of view
  • Help pupils to express their views
  • Teach pupils how public services operate and how they are held to account
  • Model how perceived injustice can be peacefully challenged

 

Rule of law

  • Ensure school rules and expectations are clear and fair
  • Help pupils to distinguish right from wrong
  • Help pupils to respect the law and the basis on which it is made
  • Help pupils to understand that living under the rule of law protects individuals
  • Include visits from local public services, including the police, in the curriculum
  • Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws
  • Develop restorative justice approaches to resolve conflicts

 

Individual liberty

  • Support pupils to develop their self-knowledge, self-esteem and self-confidence
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights
  • Model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence
  • Challenge stereotypes
  • Implement a strong anti-bullying culture
  • pupils, parents and staffs views are valued and sought, all pupils are made aware, where possible of others needs and how to support each other. Team Teach principles permeate the daily routines and care given to all.

 

Respect and tolerance

  • Promote respect for individual differences
  • Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life
  • Challenge prejudicial or discriminatory behaviour
  • Organise visits to places of worship
  • Develop links with faith communities
  • Develop critical personal thinking skills
  • Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers
  • Pupils are encouraged to celebrate diversity, recognise their own and others strengths, encounter, celebrate and appreciate difference – see SMSC theme and cultural calendar including -Special days, charity work

Pathway 3 pupils and students follow the whole school SMSCD theme for enrichment activities.

Development in SMSC will take place across all taught subjects within our school curriculum.  SMSC has particularly strong links to Religious Education, Collective Worship and Personal, Social, Health and Citizenship Education.  Within all curricular activities, pupils will be encouraged to reflect on the significance of what they are learning, to recognise any challenges to their own attitudes and lifestyle and to recognise a spiritual dimension to their lives.

 

Ofsted inspector

Teaching and support staff combine exceptionally well with school-based therapists to ensure that all pupils receive the utmost care and attention in order for them to reach their full potential.