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  • How to evidence SMSC across the curriculum?

    What are the strands of SMSC and what do they mean?

    • 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.

    • 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.

    • 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, co-operating 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.

    • 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.
    • 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.

  • What should I be mapping my Primary PSHE curriculum against?

    Developing Character Education, the Co-curriculum, Digital resilience or SMSC then these documents are a good starting point

    Character Education Framework
    This guidance is for school leaders and teachers considering the rationale for character education and personal development, and the practicalities of provision and delivery. Provides schools with 6 benchmarking questions to support reflection and the self-evaluation of current provision.

    Case Studies from schools on how to develop character skills
    This document explores and shares the findings of a large report about how schools are delivering character education

    Teaching Online Safety in Schools
    Guidance supporting schools to teach pupils how to stay safe online when studying new and existing subjects.

    Education for a connect world guide for Teachers
    A framework to equip children and young people for digital life

    Promoting Fundamental British Values as part of SMSC
    Departmental advice on promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC) development.

    Prevent Duty for England and Wales
    Schools need to implement the Prevent Duty and undertake some sort of regular training

    #SMSC #CharacterEducation #Prevent
  • Citizenship a Super Hero subject! -

    man-1082887_1280.jpgIn the past decade or so, there have been huge strides forward in ensuring that all students receive additional educational input that provides them with the skills and knowledge to be active and responsible citizens in communities, countries and the planet they inhabit.

    Sounds great, right?

    The need to evidence British Values, Prevent, SMSC and Student Voice alongside the 101 other things going on within a school at any one time can seem a monumental task. How’s it going to be delivered? Who will deliver it? Is there a budget? How will it be tracked? How will it be assessed? Who will lead on it?

    There is a national curriculum subject, which, if taught well (and to all students) meets the vast majority of the agendas previously mentioned. Its unique design ensures that students can explore democracy, rule of law, individual liberty and tolerance as outlined in the British Values framework. It allows students to examine radicalisation and extremism from both a national and global context as recommended by the Prevent duty for schools. Learning about community cohesion, moral rights, multi-faith Britain and cultural diversity as highlighted allows students to naturally build upon their SMSC development and finally, an in-depth study of our parliamentary process. This not only teaches students about leadership, it actively encourages them to play a role in the democratic process of the UK and beyond.

    The name of this superhero subject…? Citizenship!

    As a Citizenship specialist, I’ve always been surprised that more schools don’t teach the subject as a discreet timetabled lesson across both key stages. Of course, I’m biased; I adore the subject and am at my happiest when debating a political issue, examining global inequality or evaluating the British legal system. However, my surprise also comes from the knowledge that it does not have to be an uphill challenge for schools to meet the requirements of yet more agendas.

    Rather than spinning plates and inevitably waiting for one to drop and smash to the floor, schools can rest in the knowledge that a robust citizenship curriculum has got their back! It’s like the swiss army knife of social education; with each new topic that’s introduced, students become more knowledgeable about life in modern Britain, thus developing tolerance and understanding along the way.

    When I look back at my PGCE application, the reasoning for choosing Citizenship was simple. I wanted to make a difference to the lives of young people. I wanted them to vote, know their rights, fight for injustice and be culturally aware. To be informed and active citizens.

    If schools can see the value of this subject, timetable it, staff it with specialists and reach out to the many amazing organisations that are ready and waiting to support schools in its delivery, they will find not only do they have a subject that meets the requirements of British Values, Prevent, SMSC and Student Voice, they also have a subject that encourages the students in their care to be responsible and respectful citizens…

    …And isn’t that one of the main reasons we all got into teaching in the first place?

    Kelly Allchin Bio
    An experienced middle leader with vast teaching and learning experience. Highly skilled and knowledgeable within the field of SMSC, Prevent, British Values and Citizenship
    Resources to support #SMSC and citizenship delivery, check out

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