British Values & S.M.S.C.

Spiritual, Moral, Social and Cultural development at Delta Academies, including British Values.    

The Spiritual, Moral, Social and Cultural (SMSC) development of our pupils has always been at the heart of the education offered in Delta Academies.   Our Academies’ approach to SMSC is embedded in the Delta ethos of mutual respect, partnership working and collaboration; an approach that we believe is fundamental to a full and positive participation in life in modern Britain.   

Examples of how fundamental British values, including democracy, the rule of law,

individual liberty, and mutual respect and tolerance of those with different faiths

and beliefs, have been actively promoted across Mersey Primary Academy include:

 

  • Academy Ethos Statement;

  • Student Voice activities;

  • Citizenship lessons—Enterprise;

  • Personal, Social and Health Education (PSHE)programmes including Seal Half termly;

  • Religious Education (RE) lessons;  

  • Assemblies—RE and PSHE foci, Faith and Saint Days;

  • Charity work—fund raising / pupils selecting charities;

  • Curriculum subjects— Summer 2014 poetry ‘What it means to be British’, History, Music, Guided Reading, relevant texts in Literacy, Blogging, Twitter;

  • After school clubs;

  • Sporting Events;

  • Theme days or weeks - Anti-bullying Week, E-Safety Week, Global Entrepreneurship Week;

  • Educational visits and learning outside the classroom.

We support the spiritual development of our pupils to enable them to develop 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 (reflection during assembly, P.S.H.E. lessons, restorative circles)

Great collaboration with @MerseyMeerkats on diversity


  • sense of enjoyment and fascination in learning about themselves, others and the world around them (reflection bubbles in topic, self / peer assessment);

  • use of imagination and creativity in their learning (independent learning, pupils drive own learning, involved in planning); and

  • willingness to reflect on their experiences (experiences as above / academy council).

We support the moral development of our pupils to enable them to develop their:

  • ability to recognise the difference between right and wrong, and to apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England (children are paid wage for their jobs, academy rules, rewards and sanctions) ;

  • understanding of the consequences of their behaviour and actions (behaviour policy); and

  • interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues (TALK strategies, curriculum addresses local and national issues where appropriate)

Challenging stereotypes with Frogs

 

 We support the social development of our pupils to enable them to develop their:

  • use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds (development of Big 13 skills set, joint academy working, online learning);

  • 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 (restorative circles, enterprise work in the community);

  • 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 (assemblies, P.S.H.E. lessons);

     

    We support the cultural development of our pupils to enable them to develop their :

     

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others (History, music, text choice for Guided Reading, P.S.H.E);

  • 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 (assemblies, work with Gateway Project, working with interpreters);

  • knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain (topic work, P.S.H.E.)

Super work on democracy by @MerseyGiraffes

Tigers looking at the role of Central, local and European government


  • willingness to participate in and respond positively to artistic, sporting and cultural opportunities (music, attendance at sporting competitions and music festivals);

  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity (restorative circles, work with Gateway Project),

  • tolerance towards different religious, ethnic and socio-economic groups in the local, national and global communities (assemblies, P.S.H.E. lessons).

Through the range of activities offered we aim to enable our pupils to developtheir:

  • self-knowledge, self-esteem and self-confidence;

  • their acceptance of responsibility for their behaviour;

  • their understanding of how they can contribute positively to the lives of those living and working in the locality in with the Academy is situated and to society more widely;

  • respect for their own and other cultures;

  • respect for other people, with particular regard to the protected characteristics set out in the Equality Act 2010; and

  • respect for democracy and support for participation in the democratic process.    

These are the skills and attitudes we believe will allow our pupils to participate fully in and contribute positively to life in modern Britain.


The children recently enjoyed learning about British Values during a focus curriculum week: