SPIRITUAL, MORAL, SOCIAL & CULTURAL

DEVELOPMENT INCLUDING BRITISH VALUES

STAFF MEETING:

www.schoolslinking.org.uk

STAFF MEETING RESOURCES

PREPARATION Please see comments in PowerPoint notes for each slide. Please note this PowerPoint is correct for Ofsted quotes as of September 2015. We do create updates each time there are national changes, so please contact us for updates or look in the guidance area of our website. Handouts• Spiritual, Moral, Social, Cultural Definitions sheet (Definitions taken from September 2015 Ofsted

School Inspection Handbook)

Resources needed

Copy of Ofsted evidence form, A1 paper for hot potato, felt tips per faculty/key stage, copy of definition slides to put in the centre of each paper, space to run Geoscapes activity with all staff, post-it notes for staff to write their thoughts on priorities, Internet access to show any resources

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OBJECTIVES

To enable you to describe your current work in class and across school in terms of spiritual, moral, social and cultural development (SMSC) including British Values • To understand definitions in the Ofsted context.• To explore a few resources that exemplify this work• To articulate the SMSC including British Values

development that is already occurring in our school.

SMSC

SMSC connects to the personal development of students and the ethos of your school.

Add a positive quote from your school about SMSC. You might choose a quote from your vision/mission statement or from your last Ofsted

2014 National Curriculum

Every state-funded school must offer a curriculum which is balanced and broadly based and which:• promotes the spiritual, moral, cultural, mental

and physical development of pupils at the school and of society

• prepares pupils at the school for the opportunities, responsibilities and experiences of later life

In judging overall effectiveness inspectors will take account of the four key judgements

• Quality of teaching, learning and assessment

• Personal development, behaviour & welfare

• Outcomes for pupils

take evidence from early years and sixth form

• Effectiveness of leadership and management

• Effectiveness of arrangements for safeguarding Before making the final judgement on the overall effectiveness, inspectors must evaluate:

• The effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development

• The extent to which the education provided by the school meets the needs of the range of pupils at the school including: disabled pupils, pupils who have special educational needs.

HOW IS OUTSTANDING DESCRIBED?

Overall Effectiveness

The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical wellbeing enables them to thrive .

School Inspection Handbook September 2015

Evidence Form

EXPLORING DEFINITIONS

SPIRITUAL

CULTURALSOCIAL

MORAL

SPIRITUALThe 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.

MORALThe moral development of pupils is shown by their:• Ability to recognise the difference between right

and wrong and to readily apply this understanding in their own lives, recognise legal boundaries 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 ability to understand and appreciate the viewpoints of others on these issues.

SOCIALThe social development of pupils is shown by their:• use of a range of social skills in different

contexts, for example including working and socialising with other pupils including those 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

SOCIAL (continued)

• 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; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

BRITISH VALUES

Democracy

Rule of law

Individual liberty

Mutual respect and tolerance

.skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

CULTURAL

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

CULTURAL (continued)

Pupils’ cultural development is shown by their:

• willingness to participate in and respond positively to artistic, musical, 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

Geoscapes Own heritage

Exploring cultural

diversity

Sense of enjoyment in

learning about others

Willingness to participate

Willingness to reflect

Interest in others

Valuing diversityAppreciate viewpoint of others

Cooperating well with others

This activity needs careful thought before using with students, particularly for any looked-after students.

Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.

Meeting requirements for collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom are all ways of ensuring pupils’ SMSC development.

Fundamental British Values Guidance Dept Education Nov 2014

BRITISH VALUES IN THE CURRICULUM• Democracy – strong school council, pupils believe their

voice is valued and listened to by adults in school

• Individual liberty- pupil’s awareness of their choice and freedoms in school and in their own life now and in the future

• Rule of law- make links to importance of school rules and values and that the law applies to everyone

• Mutual respect and tolerance of those with different faiths and beliefs (and those without faith) identify , continue and build on existing good practice in assemblies, tutorials , curriculum, relationships and unstructured time

Half the roomIndividual liberty Democracy

Rule of law Mutual respect and tolerance

WHAT ARE YOU ALREADY DOING?

HOT POTATO

PROJECTSVISITS

VISITORS

ENRICHMENT

ASSEMBLIESCORE CURRICULUM

PASTORAL

SUPPORT PARENTS

WHERE IS SMSC INC BRITISH VALUES?

ENVIRONMENT

DISPLAYS WEBSITE

BREAK LUNCH

ETHOSVALUES

RELATIONSHIPS

You may wish to add this information to your training – or not. Prevent Duty From 1 July 2015 all schools are subject to … “due regard to the need to prevent people from being drawn into terrorism”. This duty is known as the Prevent duty

Schools can build pupils’ resilience to radicalisation by providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision making. Schools are already expected to promote the spiritual, moral, social and cultural development of pupils and, within this fundamental British values.

Priorities and next steps

On a green post it – One or more specific example of something that has been done to that helped a student to thrive?

On a pink post it – please write priorities for next steps

PLENARY

www.schoolslinking.org.uk

You may wish to use one or more of the following slides about

resources to give examples of SMSC across school.

WHAT MESSAGE IS THE ILLUSTRATOR GIVING US?

I Can freedom exist if rights are not protected?

DEMOCRACY

https://www.makewav.es/story/572167/title/whatislightscameraparliament

The challenge:If you could make one law, what would it be...?

WE ARE ALL BORN FREE

• SLN website resources

• We are all born free- - short film for lessons or assembly

• This book needs to be used carefully and sensitively with knowledge of the young people within a group.

THE UNIVERSAL DECLARATION OF HUMAN RIGHTS IN PICTURES

www.amnesty.org.uk/primary

Teaching critical thinking

• http://www.digitaldisruption.co.uk/free_tools

Digital disruption

EUROPE RESOURCES

Useful resources to foster curiosity about and knowledge of Europe IdentityDiversityCommunityEquality

To order free EU resources contact the European Commission

1936 Berlin Olympic Games: Jesse Owens and Luz Long In The Long Jump

RESPECT FOR DIVERSITY

WHAT LENSES DO WENEED TO LOOK THROUGH?

PUPIL PREMIUM - FSM - GIRLS - BOYS - MORE ABLE - AVERAGE - EAL - LOOKED-AFTER CHILDREN - SEN - SUMMER BIRTHDAYS -PARTICULAR ETHNICITY, FAITH - HEALTH CHALLENGES...

Optional extra activity if you have more than 1 hour 15 mins for your staff meeting