British Values

In accordance with The Department for Education, we aim to actively promote British values in our school 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 British Values are:

• democracy
• rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

SMSC

Curriculum Opportunities for SMSC (Spiritual, Moral, Social, Cultural Education)

At Whitstone Community Primary School we ensure that SMSC is at the heart of our curriculum. Here are some examples of curriculum opportunities for SMSC development: 

Spiritual

Pupils have opportunities to:

• Reflect on their own and others’ lives through drama, texts and ideas in English

• Explore patterns and relationships in mathematics

• Ask questions about the natural material and physical world in science

• Explore ideas, feelings and meaning in works of art and express themselves through their own art work

• Recognise their own creativity in finding solutions to problems in design and technology

• Talk about the power and the limitations of communication and information technology

• Appreciate the achievements of past societies and the motivation of individuals in history

• Reflect on visits or images of landscapes and environments in geography

• Develop an awareness of the power of music and use music to express the reflect on their own thoughts and feelings

• Gain a sense of achievement and develop positive attitudes towards themselves in PE

Moral

Pupils have opportunities to:

• Explore questions of right and wrong and human conflicts in their reading of fiction and non-fiction

• Recognise how logical reasoning can be used to make decisions and choices that help them to learn in mathematics

• See the need to draw conclusions using observations and evidence rather than preconceptions

• Discuss how artists and designers represent moral issues in their work

• Take account of the impact on the environment when designing and making

• Consider issues surrounding the misuse of information and access to personal information

• Recognise that actions have consequences and consider the results of events and decisions in history

• Consider the impact of actions, such as dropping litter, on the environment

• Recognise the use and misuse of music in advertising

• Gain a sense of fair play and develop positive sporting behaviour

Social

Pupils have opportunities to:

• Collaborate to create or present a scripted drama and take account of the needs of the audience

• Work together on mathematical tasks and see that the result is often better than they could achieve alone

• Recognise that scientific evidence can be used to explore social issues

• Develop respect for the ideas and opinions of others and work collaboratively on art projects

• Recognise the need to consider the views of others when discussing design ideas

• Consider how our technology facilitates communication and the sharing of information

• Identify how different societies were organised in the past
• Share music making and develop a sense of social cohesion
• Develop cooperation and collaboration, responsibility, personal commitment, loyalty and teamwork through PE and Sport

Cultural

Pupils have opportunities to:

• Reflect on the way that cultures are represented in stories and poems

• Appreciate that mathematics contribute to our culture and technological developments

• Recognise how scientific discoveries and ideas affect the way people think, feel, create, behave and live

• Understand the ideas behind art, craft and design in different cultural contexts

• Reflect on the contribution of differing cultures to design solutions
• Recognise differences and similarities between and within cultures over time
• Find out about the traditions and activities of people in less economically developed countries

• Recognise how music influences and reflect the way people think and feel

• Experience the significance of dance and games from other cultures and consider how sport can transcend cultural boundaries.