What is SMSC at Fazakerley High School?
SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC.
Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.
Pupils' spiritual development 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.
Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.
Pupils' moral development 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.
Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.
Pupils' social development 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.
Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity. Pupils' cultural development 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.
Promoting Fundamental British Values at Fazakerley High School
The government has defined British values as being the following: democracy; individual liberty; the rule of law; mutual respect; tolerance of those with different faiths and belief. These values are central to our school ethos and are promoted not only through the curriculum and its content but through every aspect of school life including pupil experiences, display and use of the buildings, assemblies, registration period, the behaviour code, extra-curricular clubs and activities, respectful and sensitive learning community that we are. Each of these values is defined below and placed in a school context through the use of examples.
It is the duty of every member of staff to support and promote these fundamental values as detailed in the current Teacher Standards Part Two:
Personal and Professional Conduct.
Democracy can be seen as a state of society characterised by equality of rights and privileges. It can also refer to our nation's electoral systems.
In school we promote the importance of democracy through such things as:
- School council
- Our work with The British Council
- Mock Elections
- Pupil Voice on key areas of school life
- Pupils are encouraged to use their voice across the curriculum through collaborative working, responses to teacher feedback in books, careful questioning by staff, the work they produce and classroom dialogue
- All pupils are given the opportunity to access the curriculum
Individual liberty suggests the free exercise of rights generally seen as outside Government control.
In school we promote the importance of individual liberty through such things as:
- Pupils are introduced to a range of beliefs and experiences so that they are able to make more informed choices for themselves
- Pupils are taught the knowledge and skills to broaden the choices they are empowered to make about future work, travel and education
- The profusion of extra-curricular activities and clubs, including extended studies
- Pupils encouraged to voice views in lessons in a formative manner
- Pupils are able to make choices about the courses they will study at Key Stage 4
- Elements of choice in the school canteen within healthy boundaries.
Rule of Law
All people and institutions are subject to and accountable to law that is fairly applied and enforced.
In school we promote the importance of the rule of law through such things as:
- The Behaviour Code of Conduct
- Accountability is stressed to all stakeholders including staff (Teacher's Standards), pupils (Pupil Code of Conduct), and Governors.
- We liaise closely with outside agencies including Social Services and the Police
- The Acceptable Use Policy is used to promote correct use of the internet
- Pupils are explicitly taught the legal framework on a number of contemporary and social issues
- Safeguarding policy
A regard for an individual's dignity, which is reciprocated.
In school we promote the importance of mutual respect through such things as:
- Behaviour policy and Code of Conduct
- School Equality Duty and Equal Opportunities policies
- Clear guidance on good behaviour in public areas such as the Canteen and on social media
- The publishing and enforcement of a smart dress code for pupils and staff
- The curriculum helps pupils to learn about a wide range of people, cultures and beliefs and so develops pupils' ability to make informed decisions, form and be confident in their own identity and understand and respect that of others
Tolerance of Those with Different Faiths and Beliefs
A fair, objective, and permissive attitude to those whose faith and beliefs may differ from one's own.
In school we do not believe that a diversity of faiths and beliefs is something to be tolerated but rather celebrated. We are emboldened and strengthened by our diversity. We promote the importance of learning and working together with those with different faiths and beliefs through such things as:
- We are a diverse learning community and this is central to our school ethos. It is celebrated through the school environment, assemblies, curriculum and events
- Religious Studies is taught across the Key Stages
- The curriculum helps pupils to learn about a wide range of people, cultures and beliefs and so develops pupils ability to make informed decisions, form and be confident in their own identity and understand and respect that of others
- Assemblies celebrate and draw inspiration from festivals and teachings from a range of different faiths