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The Brookfield School

SMSC + British Values

SMSC Curriculum and Mapping

 

Social, Moral, Spiritual and Cultural development

 

This is embraced by all areas of the curriculum and is at the heart of everything we do at The Brookfield School.  From curriculum coverage to positive rewards programmes to meaningful consequences, School Council Charity work, residential visits and student-staff relations, all are designed to develop the social, moral, spiritual and cultural understanding of our students.

 

 

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.

 

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.

 

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 socioeconomic 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.

 

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 local, national and global communities.

 

The table below gives some examples of where SMSC can be evidenced in school.  

 

Stoneage!

 

Pupils in Titans have been busy learning about how people lived during the Stoneage. This week they have researched how food would have been caught and how important this was for survival. Using clay, they have created spear heads and secured them to sticks they found during forest school.

French day in Yazor

 

Pupils have had a great day learning basis French greetings, tasting French food, playing traditional games, counting in French and building famous landmarks out of spaghetti and marshmallows!

British Values

 

The Department for Education has introduced a statutory duty for schools to promote British Values more actively, and to ensure they are taught in schools.
 

At The Brookfield School we recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

We follow equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Our school is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensure that we promote and reinforce British values to all our students.

The government set out its definition of British values in the 2011 Prevent Strategy.

The five key British Values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

Our school uses strategies within the curriculum and beyond, to secure such outcomes for students. 

How do we instil The British Values into our pupils at The Brookfield School?
 

Democracy

  • Pupil Leadership – making decisions on a regular basis re: policies, child-friendly safeguarding information, behaviour system, involved in the interview process, fundraising events etc.
  • Pupil surveys include questions such as ‘How could we make the school better?’ Ask the children if we need to add different questions to really move our school forwards.
  • Parent questionnaires
  • Parents events
  • Governor involvement in decision making process.
  • Democracy is taught through the curriculum. Pupil voice has an influence upon much that goes on or is decided, within our school.
  • Pupils are given the opportunity to give their viewpoint throughout the curriculum daily; they are invited to listen to alternative viewpoints and accept/respect that there may be differences.
  • School council meet half-termly with a school focus lead and feedback to their classes/phases.
  • Agreement of Class Rules annually.
     

The Rule Of Law

  •  Strong behaviour system in place, which has been developed with the pupils.
  •  Class rules are established with pupils and referred to daily.
  •  Strong relationship/regular contact with local PCSO and other lead community members
     

Individual Liberty

  • Strong behaviour policy based on rights and responsibilities.
  • Anti-bullying policy.
  • Open and honest culture
  • Open door policy for parents/ carers to discuss worries or concerns.
  • Strong pastoral team to support friendship issues / any issues that individuals may need support with.
     

Mutual Respect

  • Peer marking – offer suggestions to each other, in a sensitive and constructive way to support moving their work forward.
  • Enrichment opportunities and themed days where pupils have opportunities to work with and engage with pupils from other classes/year groups
  • Restorative conversations with pupils and staff
     

Tolerance Of Those Of Different Faiths And Beliefs

  •  Celebration & integration into the curriculum about other faiths/beliefs.
  •  Specific events held in school to celebrate other cultures.