SMSC and British Values 

At The BAWB Federation, the SMSC (Spiritual, Moral, Social, Cultural) strands weave through our school ethos rather than being taught in separate lessons.

SMSC becomes a part of our curriculum, our Physical Education, RE and PSHE lessons. The inclusion of SMSC across the school is a key means of promoting fundamental British values in school and within the wider community.

Spiritual

Pupils spiritual development is shown by their;

  • beliefs, religious or otherwise, which inform their perspective on life & their interest in & respect for different people’s feelings & values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences

We encourage and praise the children’s ability to ask questions and share ideas in a highly respectful manner so they feel supported and knowledgeable.

Moral

Pupils’ moral development is shown by their:

  • ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
  • understanding of the consequences of their behaviour and actions
  • interest in investigating and offering reasoned views about moral and ethical issues
  • ability to develop an acceptance of other people, understanding the importance of identifying and combatting discrimination.

Social

Pupils’ social development is shown by their:

  • use of a range of social skills in different contexts
  • willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively

As a teaching staff we continually encourage children to play and share experiences as a whole school to really support their social development.

Cultural

Pupils’ cultural development is shown by their:

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage

  • willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
  • interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in national and global communities