Personal Development: Guidance around ‘Promoting fundamental British Values through SMSC’ at Barming Primary School
At Barming Primary School we recognise that Spiritual, Moral, Social and Cultural education begins with our obligations under the 2002 Education Act; the 1989 Children Act and 2010 Equality Act to promote equality and safeguard the welfare of children. Furthermore, we also recognise that spiritual, moral, social and cultural education includes a duty to champion the principles of democracy and challenge prejudice and intolerance by promoting the values set out in the 2011 ‘Prevent Strategy’ and the 2014 DfE consultation.
The curriculum provided by Barming Primary School extends beyond the academic, technical and vocational. We support pupils to develop in many diverse aspects of life. At Barming Primary School we cover the following areas and this document explores them further:
- Personal Development
- Spiritual, Moral, Social and Cultural Education
- Fundamental British Values
- Sex and Relationships Education
AIMS OF THE GUIDANCE:
- To develop responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults.
- To ensure that everyone at Barming Primary School is aware of our values.
- To ensure a consistent approach to SMSC issues, including British Values.
- To ensure that a pupil’s education is within a meaningful context and appropriate to their age, aptitude and background.
- To ensure that pupils know what is expected of them.
- To give each child a range of opportunities.
- To enable each child to develop an understanding of their own identity.
- To enable children to develop an understanding of their cultural and social environment and an appreciation of the many cultures in our society.
- To give each child an opportunity to explore social and moral issues and develop a sense of social and moral responsibility.
Within Barming Primary School the following areas are covered:
- A balanced PSHE curriculum is covered, incorporating circle time to discuss and explore class specific issues/concerns/behaviours.
- Assemblies cover a wide range of topics, key issues, key people from history who have had major influences on life today and which covers a cross section of societies (similarities and differences).
- Key events are explored e.g. Mental Health Awareness Week etc.
- Barming Primary School has two certified Mental Health First Aiders (MHFA).
- The core values are embedded in everyday life: Respect, Wisdom, Responsibility and Courage and so is the community code – Be Kind, Be Safe, Be Responsible and Make Good Choices.
- Respect others.
- Show wisdom by trying to learn from our mistakes.
- Take responsibility for your actions and accept the consequences.
- Demonstrate courage when meeting new challenges face on, whatever the situation.
- Promote healthy eating, healthy minds and healthy lifestyles throughout the school.
- Provide an inclusive and supportive environment which offers a broad and balanced curriculum, not just academic.
- Differentiation is planned by all staff to ensure that all pupils can access work and achieve in order to build self-confidence and self-esteem.
- Promoting a nurturing environment where everyone feels comfortable and able to share their worries, concerns in a safe environment. Forest School Techniques give the children life skills and another opportunity to be successful, which is not academic. Forest School Nurture Groups run with our vulnerable/PPG and SEND children.
- Safeguarding is at the heart of everything we do.
- Relevant transitions planned and carried out – Pre-School to EYFS, EYFS to KS1, KS1 to KS2 and KS2 to KS3. These include meet the teacher.
- E-safety: embracing technology and its safe use at all times. When issues arise, knowing who to go to or how to flag concerns.
- Well-being for all - pupils, parents and staff. Happy staff, happy pupils and happy families, means a happy school and popular school.
- Well-being and work/life balance is continuously evaluated without compromising quality of provision.
- Recognising a variety of ever changing jobs/careers (appreciating that these are changing due to technological advances etc.) that a child may want to do later on in life.
SPIRITUAL, MORAL, SOCIAL AND CULTURAL (SMSC) VALUES:
Barming Primary School aims to promote pupils’ Spiritual, Moral, Social and Cultural development and prepare all pupils for opportunities, responsibilities and expectations in life.
Pupils’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve.
Pupils’ moral development involves pupils acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right.
Pupils’ social development involves pupils acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good.
Pupils’ cultural development involves pupils acquiring an understanding of cultural traditions and ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ way of doing things and curiosity about differences.
All curriculum areas should seek to use illustrations and examples drawn from as wide a range of cultural contexts as possible. This will be reflected in planning and learning resources.
English makes a major contribution to pupils’ SMSC development through:
- Developing confidence and expertise in language, which is an important aspect of individual and social identity.
- Enabling pupils to understand and engage with the feelings and values embodied in high quality texts, which include authors with different ethnicity and backgrounds - poetry, fiction, non-fiction, drama, film and television.
- Developing pupils’ awareness or moral and social issues in fiction, journalism, magazines, radio, television and film.
- Helping pupils to engage in emotional literacy through differing genres.
Mathematics can provide a contribution to pupils’ SMSC by:
- Enabling pupils to acknowledge the important contribution made to mathematics by non-western cultures.
- Providing opportunities to use their maths skills in real life contexts, applying and exploring the skills required in solving various problems.
- Encouraging children to explain concepts to each other and support each other in their learning thus developing social aspects through creative thinking, discussion and presenting ideas.
Science provides opportunities for pupils’ SMSC development through examples such as:
- Encouraging pupils to reflect on the wonder of the natural world.
- Awareness of the ways that science and technology can affect society and the environment.
- Consideration of the moral dilemmas that can result in scientific developments.
- Showing respect for differing opinions.
- Raising awareness that scientific developments are the product of many different cultures.
Computing can contribute to SMSC development by:
- Making clear the guidelines about the ethical use of the internet and other forms of communications technology.
- Understanding how technology can be used in a good way as well as how it can be abused by some.
- Understanding how technology can be used safely and what to do if you are worried about using technology or something happens to you.
- Acknowledging advances in technology and appreciation for human achievement.
History makes a contribution to SMSC by:
- Looking at how history shapes a country/nation.
- Enabling pupils to reflect on issues such as slavery and change over time periods.
- Showing an awareness of the moral implications of the actions of historical figures.
Geography contributes to SMSC where:
- Opportunities for reflection on the creation, earth’s origins, future and diversity are given.
- Reflection on the fair distribution of the earth’s resources.
- Studies of people and places give pupils the chance to reflect on the social and cultural characteristics of society.
- Opportunities for reflection on how our actions affect the planet and how we can implement change to protect the planet for future generations.
MFL contributes to SMSC through:
- Pupils may gain insights into the way of life, cultural traditions, moral and social developments of other people.
- Pupils’ social skills are developed through communication exercises.
- Listening skills are improved though oral/aural work.
Religious Education makes a distinctive and substantial contribution to the delivery of SMSC:
- Learn about beliefs, values and the concept of spirituality.
- Reflect on the significance of religious teaching in their own lives.
- Develop respect for the right of others to hold beliefs different from their own.
- Show an understanding of the influence of religion on society.
- Appreciation and understanding of different cultures, religions and traditions.
Art may contribute to SMSC by:
- Giving pupils the chance to reflect on nature, their environment and surroundings.
- Studying artists with spiritual or religious themes, issues raised by artists which concern ethical issues, i.e. war and violence.
Physical Education may contribute to SMSC by:
- Awareness of where games originated and when it first started.
- Understanding of how games have developed and the rules associated with them.
- Competing against teams or each other during sport activities, including matches, sports day etc.
Music may contribute to SMSC by:
- Exploring where particular instruments, genres and/or composers originated from.
Personal, Social and Health Education (including SRE) may contribute by:
- Understanding of right and wrong within our choices and how this can affect us, others, local community and global community.
PROMOTING FUNDAMENTAL BRITISH VALUES AS PART OF THE SMSC GUIDANCE
At Barming Primary School, the four key principles are embedded within the SMSC provision and may be demonstrated by these examples:
- Respect for the Rule of Law:
- Start of new academic year – reminder of rules and establishing Class Teacher rules for the class. Rewards and sanctions. This helps the pupils to become good citizens later on in life.
- Assemblies around key concepts – emergency services: police, fire, ambulance; road safety; health and safety. Inviting speakers in to talk to the pupils.
- During P.E lessons, introducing or reminding the pupils of rules, the importance of them and the fact the referee’s decision is final and should be respected.
- Science ensures experiments are fair and why this is important.
- Internet Safety: understanding that apps, social platforms etc. have age restrictions and that these restrictions are in place to keep pupils safe. Respecting technology and software – not abusing it or using it in a negative way.
- Computing: coding rules help to make something work within a given set of parameters.
- Magistrate visits or visits from other people involved in upholding the law e.g. Police, PCSOs, Prison Service etc.
- Educational visits to courts, Houses of Parliament etc.
- Individual Liberty:
- Freedom to take part in organised activities during the school day or after school.
- E-safety: the right to feel safe when using technology, including how to flag up issues concerns. Digital safety leaders are prominent in and around the school.
- Within the curriculum, opportunities to learn about other cultures, faiths and beliefs and compare and contrast them to others and our own.
- Ensuring pupils understand equality and that people have the right to express themselves without prejudice.
- Explore opinions – own and others. Understanding the importance of listening to other people’s point of view even if you disagree.
- Empowering pupils to challenge stereotypes and bullying. Anti-Bullying Ambassadors present around the school.
- Promoting healthy living and lifestyles, both mentally and physically.
- Celebrating talents and interests through the Friday celebration assembly.
- All classes are given the opportunity to vote for their chosen School Council Member through a ballot.
- Mock Elections held around Local and General Elections.
- PTA meetings held to discuss how Barming Primary School can be supported, offer opportunities to engage in activities and to discuss fundraising opportunities for school priorities.
- The Barming Primary School behaviour policy ensures a restorative justice task – this is used to sort out problems between pupils – discussing suitable solutions that fit all parties.
- Pupil, Staff and Parent voice opportunities are planned and feedback to appropriate stakeholders.
- Debate key events and coming to a decision within a democratic way.
- Mutual Respect for and Tolerance of those with different faiths and beliefs, and for those without faith:
- Debates around key/topical events – elections (Local and General).
- Working with / Listening to others – group and/or paired work/reading and talk partners.
- Restorative justice facilitated through the school behaviour policy.
- Showing respect within activities e.g. sports day, fixtures and events. Being good winners/losers – good team players / sports ambassadors. Respecting the opposing team. Treating others as you want to be treated.
- Supporting the community – visits to residential homes, supporting courses and local charities – food donations/fundraising events.
- R.E. curriculum covers different faiths and beliefs (compares and contrasts).
- Educational visits – places of worship (Churches / Mosques) etc.
A scheme of work has been purchased ensuring the full coverage of Sex and Relationships Education throughout the school and making sure the statutory requirements are met.
By no means is this guidance exhaustive of the areas covered at Barming Primary School, but it does outline the concepts and shows the coverage of Personal Development, Spiritual, Moral, Social and Cultural Education, Fundamental British Values and Sex and Relationships Education.
The children each completed a total of 2.6 miles, which was 13 laps of the school field! They did a fabulous job and kept each other going. Once complete, the children were given a certificate to celebrate their achievement.