RE and SMSC including British values Surviving and thriving as an NQT April 2015 SMSC and British Values 1.What is SMSC 2.What are British Values? 3.How are these inspected? 4.How can we include SMSC and evidence it? 1. What is SMSC development? Spiritual development ability to reflect about their own beliefs and respect for others beliefs and values enjoyment and fascination in learning use of imagination and creativity willingness to reflect on their experiences. Moral development Understand right and wrong; respect the civil and criminal law of England Understanding consequences of behaviour and actions reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues. Social development Using social skills with pupils from diverse backgrounds Participation, cooperation, resolution of conflict 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. Cultural development appreciation of 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 Improving understanding, tolerance and respect towards diverse faiths and cultures 2. What are British Values? Whats new? Duty on schools to promote fundamental British values, underlined in Ofsted inspections New Counter Terrorism Act imposes a statutory duty on schools to prevent young people being radicalised. Guidance out later. Defining British values? Democratic values that we accept, maintain and promote in our country and communities According to Ofsted and the government. Acceptance of and engagement with: 1.Democracy; 2.Rule of law; 3.Individual liberty; 4.Mutual respect; 5.Tolerance of different faiths and beliefs. What is democracy? Democracy Democracy includes these features: Free and fair elections Authority is subject to the law Respect for minorities Free speech and press Fair and transparent justice Equality of power Democracy Also includes: Rule of law Individual liberty Mutual respect Tolerance of different faiths and beliefs (and other minorities) What do schools need to do? Ofsted handbook Government guidance Prevent strategy Ofsted Inspection Handbook 2014 Changes to SMSC definitions Changes to judgment descriptors Inclusion of British values Emphasis on tolerance, diversity Resilience to extremism Ofsted reports Leaders are also taking creative ways to promote tolerance. For example, the school is part of a pilot project to work with pupils in Year 2 and Year 6 to find ways to combat the risk of radicalisation or extremist views within the wider community. Pupils confidently talk about a wide range of issues including . the importance of tolerance, giving and caring. They value the varied trips, visitors and visits offered through their school life and are being well prepared for life in modern Britain. Spiritual, moral, social and cultural aspects of learning are supported well across the whole curriculum, including British values. For example, there is strong support for students to actually participate in a truly democratic process of student elections. Over the last year, members of staff have recognised the signs of radicalisation and sexual exploitation, and effective steps to ensure appropriate actions to protect students have been taken. Source: Ofsted reports in YH region Sep-Oct 2014 (secondary in red) Ofsted reports Pupils .know that bullying can take many forms and say that it is rare in school because staff sort it quickly. They know that it is wrong to call people names, like gay for example, because, it is unkind and if you do there are consequences. Pupils have an excellent understanding of the different forms that bullying can take, including dangers surrounding the internet. They know how to deal with any risky situations and how to keep themselves safe Students have a well developed understanding of equalities. Consequently, racist or homophobic incidents are extremely rare. Religious education, citizenship and personal, social and health education actively promote understanding of different faiths, cultures and sexual orientation. As a result students spoke articulately to inspectors on these issues. Source: Ofsted reports in YH region Sep-Oct 2014 (secondary in red) Guidance to schools Nov 2014 As part of SMSC development, schools should actively promote fundamental British values, through: Meeting requirements for collective worship Establishing school ethos supported by effective relationships throughout the school Relevant activities beyond the classroom Encouragement to regard people of all faiths, races and cultures with respect and tolerance. Guidance to schools Nov 2014 Other points Pupils should understand that all people living in England are subject to its law. The schools ethos and teaching, communicated to parents, should support the rule of English civil and criminal law If schools teach about religious law, particular care should be taken to explore the relationship between state and religious law. Guidance to schools Nov 2014 Through SMSC, schools should enable pupils to: develop self-knowledge, esteem & confidence; distinguish right from wrong and respect the law; accept responsibility, show initiative, contribute positively acquire knowledge and respect for public institutions further tolerance and respect for own & other cultures; encourage respect for democracy Expected understanding Guidance to schools Nov 2014 citizens can influence democratic process; the rule of law protects individual citizens; separation of powers - executive & judiciary; freedom of religion and belief protected in law; different faiths should be accepted; importance of identifying & combatting discrimination. Possible Actions Guidance to schools Nov 2014 Teaching on democracy, and how it works in UK; Ensuring all pupils have a voice, eg school council; Using opportunities to hold mock elections; Helping pupils understand a range of faiths; Using extra-curricular activity, including any run directly by pupils Prevent Strategy Counter terrorism strategy (CONTEST) has four elements: Pursue stop terrorist attacks Prepare ready for response to attack Protect strengthen national protection Prevent aims to stop people becoming terrorists or supporting terrorism in the first place Prevent Strategy There are three elements to the Prevent strategy: Individuals support and advice to vulnerable individuals, safeguarding them from involvement Ideologies challenge ideologies behind terrorism Institutions work with schools, colleges, etc to address risk of radicalisation and violent extremism Pursue Prepare/Protect Prevent Notice Check Share Violent extremism May include: Extreme right or left wing groups Islamist extremism Others mentioned include: splinter groups of Irish nationalists, animal rights and environmental groups Safeguarding: Prevent New Counter Terrorism Act Frontline staff should understand Prevent, be able to recognise vulnerabilities to radicalisation and know where to go to seek further help Home Off, Dec 2014 Ofsted will start to inspect Leadership and Management of preventing violent extremism and radicalisation. 3. How can British democratic values be integrated into school? Whole school ethos Policies and practices in school and classes Curriculum Inspection questions What do British values mean to you and to your school? How do you actively promote British values? What can we do to promote? Democracy Individual liberty Mutual respect Rule of Law Tolerance of different faiths and beliefs Checklist: Curriculum Is it broad and balanced? Is there any narrowing eg in music or SRE? Where does it include: understanding of democracy; legal system and principles; tolerance, equality and diversity. Are teachers skilled in handling open questions and facilitating debate? Checklist: RE and assemblies Do you teach RE according to the syllabus? Requirements now in Ofsted handbook. Does your RE programme help pupils understand diverse beliefs? Units of work available. Do you have a rounded programme of assemblies that promotes understanding? Checklist: Mission Could you answer the question, how do you promote FBVs? Do you have a mission statement or core values that reflect or include these values? Do staff and pupils know what British values are and what your mission statement says? Can they tell you how it makes a difference? Is your website up to date and does it reflect your core mission? Checklist: Diversity and tolerance Is tolerance and diversity promoted in school? Do your policies reflect this? Do they include reference to all relevant protected characteristics? Have staff been trained in awareness? (e.g free training on homophobia and transphobia) Do you offer opportunities for pupils to understand each other and different cultures? Some projects and ideas Rights Respecting Schools:School Linking;Amnesty:Anne Frank Trust:Stonewall Education Champions:Interfaith Schools:UK ParliamentGlobal DimensionLessons from Auschwitz Spiritual Moral Cultural Social How do I plan for SMSC? What can we do: -in class? - as part of whole school team? -as tutor? -Where do British values fit in? Some they prepared earlier Visiting places of worship Use of artefacts Friendship bracelets Quiet places reflective garden, cosy corners Quiet time art, poetry Music, development of singing Collective worship Circle time Visitors Philosophy, debate, circle time SEAL Celebrating achievements Talking about learning, reviewing, reflecting including on behaviour, P4C Letting children lead - questions Spiritual Schemes of work Core values Logo School rules and discipline Anti-bullying policy, restorative justice, behaviour policy Displays, messages Playleaders, buddies, befrienders Corridor culture Charity work Collective worship Class discussion pupils awareness of school expectations Professional staff role models Praise, reward culture Circle time SEAL, Opportunity to discuss moral values P4C Investors in Pupils Moral Links with other schools Sports links eg Hudds Town, Giants Trips out, Visits to places of worship, Parent workshops Governors, PTA, Local Friends groups, Visitors School plays Charity work, coffee mornings, Community events Vertical groups Extra-curricular activities eg DofE Observations of interactions Citizenship Transition Playing and working well together Peer support Transition at all stages Cooperative learning strategies Extra-curricular after school clubs etc Different teachers going in different classes Social Celebrating religious festivals Musicians, artists African drummers, Afro-Caribbean carnival Local music eg brass band Speaking each others languages Images around school Different languages in notices Running community events Participating in community events Parental involvement Knowledge of local community and its culture East meets West, events and fashion shows Cooking, food Opportunities to share experiences from home School trips abroad Range of texts, artefacts, literature Twinning Sponsor a child, Send a Child to School Assembly/collective worship RE and SMSC including British values Surviving and thriving as an NQT April 2015