GSO Test

'To help young people help themselves'

 

SMSC and British Values

At the heart of all that we do at Adelaide School is the holistic development of all pupils socially, morally, spiritually and culturally.  The concepts are defined by Ofsted 2015.

 

The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, for example 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
  • 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.

 

The 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.

 

The 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.

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 those 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
  • 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.

At Adelaide School SMSC is not delivered as a specific subject or area of the curriculum as it is at the core of everything that we do.

 Spiritual, Moral, Social and Cultural Development is promoted not only through all the subjects of the curriculum but also through the ethos of the school and through the development of positive relationships, attitudes and values.

 SMSC has particularly strong links to Religious Education, Collective Worship and Personal, Social and Health Education (PSHE).

 Spiritual, Moral, Social and Cultural Development is crucial for individual pupils and it is crucial for society as a whole. We believe it is the heart of what education is all about - helping pupils grow and develop as people.

 Some examples of how elements of SMSC are covered:

  • Good relationships between staff and pupils.
  • Key values, effective relationships and core qualities are modelled by staff.
  • An ethos of fairness, equality and respect.
  • Clear rules and sanctions.
  • Assemblies which focus on current news and issues.
  • Engaging lessons which motivate, engage and interest pupils.
  • High expectations for all pupils regardless of their social groups. 
  • In the curriculum content of all subjects but more specifically PSHCE, RE, SEAL and Life Skills.
  • Trips, visits and residential experiences.
  • Visitors such as artists, authors and community members.
  •  School Council
  • Whole school, collaborative activities such as fundraising.
  • Opportunities to work with a wider community such as at college or through work experience.

How SMSC is monitored

  • Whole School Monitoring
  • Every 6 months the coverage of elements of SMSC is assessed.
  • The details of the most recent assessments are below.
  • An SMSC photo book is produced as evidence of progress.
  • Areas of focus are then identified and opportunities are put in place so that pupil progress in that area is be encouraged and supported.

                                                       

                      Our Curriculum Photobook                       Our Curriculum Photobook   

                    August 2019 - February 2020                 February 2020 - December 2020

 

Social 2021          Moral 2021           Spiritual 2021          Culture 2021

 

Individual Monitoring

Every term progress tracking grids are completed for pupils to track their progress against all areas of SMSC.

Graphs are completed and shared with staff.

Trends are identified and this informs the support and opportunities which are put in place for individuals.

 Please CLICK HERE to read our SMSC Impact Document.

Example of SMSC Graph Year 10

Example of SMSC Graph Year 7

Please CLICK HERE to read our SMSC Policy.

 

Fundamental British Values

We place great importance on promoting the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. These are core to our curriculum intent and underpin all that we do.

We track opportunities for pupils to make progress against all areas of British Values. The evidence of progress towards these is included in regular photo books.

Please see the photo book for 2020 and the assessment coverage of all areas of British values below.

Coverage of British Values 2020

Our Curriculum Photobook   

Social 2021

Moral 2021           

Spiritual 2021         

 Culture 2021

 Some of the actions we take to promote British Values in school are:

  • Including age-appropriate material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain.
  • Teaching pupils a broad and balanced international history.
  • Teaching a wide range of English and non-English literature.
  • Commemorating historic British events including World War 1 and 2.
  • Ensuring that all pupils have a voice that is listened to and demonstrating how democracy works by actively promoting democratic processes, for example, via a school council.
  • Using teaching resources from a wide variety of sources to help pupils learn about and understand a range of faiths.
  • Delivering work on criminality and law. Working closely with the local police force and providing opportunities for pupils to learn about criminal law.

Our provision will support pupils to:

  • Develop their self-knowledge, self-esteem and self-confidence.
  • Distinguish right from wrong and to respect the civil and criminal law of England.
  • Accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely.
  • Acquire a broad general knowledge of, and respect for, public institutions and services in England.
  • Support tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of, and respect for, their own and other cultures.
  • Show respect for other people.
  • Value democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.
  • Understand that people of different faiths and beliefs to themselves (and those with no faiths or beliefs) should be accepted and tolerated, and should not be subject to prejudicial or discriminatory behaviour.
  • Develop an understanding of the importance of identifying and combatting discrimination.