Spiritual, Moral, Social and Cultural Development
In our school Spiritual, Moral, Social and Cultural Development, or SMSC, goes hand in hand with our Collective Worship Themes and our Religious Education lessons.
Our lessons and attitudes around school will help the pupils to develop an inner discipline and will encourage them to not just ‘follow the crowd’ - they will make up their own minds and be ready to accept responsibility for what they do. They will grow through making choices and holding to the choices that they have made. They will want to be honest with themselves and with others.
Our focus is:
Spiritual
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Moral
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views and have an appreciation of British Values.
Social
Investigate and moral issues; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the fundamental values of British democracy.
Cultural
Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity
Collection for Todmorden Food Drop In
British Values
In accordance with the Department for Education we aim to actively promote British values in schools to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.
The Key Values are:
democracy
rule of law
individual liberty
mutual respect
tolerance of those of different faiths and beliefs
Children are able to discuss these values and give examples of British Values in our school.
Protected Characteristics
The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. Everyone in Britain is protected. This is because the Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine Protected Characteristics:
Age
Disability
Gender reassignment
Race
Religion or belief
Marriage or civil partnership
Sex
Sexual orientation
Pregnancy and maternity
The nine Protected Characteristics are actively promoted in school through:
Our school core values
Our school behaviour policy
Conscious role modelling by all adults in the school community
Active engagement and communication with parents and carers
Assemblies
British Values themes for a day, week and term
Discussion within curriculum subjects, taking a cross-curricular approach
Promoting articulation by building appropriate language and a coherent vocabulary
Personal, Social, Health and Economic education (PSHE) sessions
Religious Education (RE) lessons, RSE lessons and Protected Characteristic talks
Sporting, Art and Cultural Events
Pupil Voice
Educational visits
Real-life learning outside the classroom
Guest speakers
Developing links with local, national and international communities
Extra-curricular activities, after-school clubs, charity work and work within the local community
Embedding Protected Characteristics into the whole ethos of hebden royd promotes:
Self-esteem, self-knowledge and self-confidence
Respect for democracy and support for participation in the democratic process
Acceptance of responsibility for their own behaviour
Respect for their own and other cultures
Understanding of how they can contribute positively to school and home life and to the lives of those living and working in the locality and further afield
An understanding of Equality, Human Rights and Protected Characteristics
An understanding of how citizens can influence decision-making through the democratic process
An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety
An understanding that the freedom to choose and hold other faiths and beliefs is protected in law
An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
An understanding of the importance of identifying and combating discrimination
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