At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education.
The following explores each aspect of SMSC and outlines how pupils may demonstrate their development in each area.
Spiritual
Exploring beliefs and experience; respecting values; discovering oneself and the surrounding world; using imagination and creativity; reflecting.
Our children’s spiritual development is shown by their
• beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values
• sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible
• use of imagination and creativity in their learning
• willingness to reflect on their experiences.
Moral
Recognising right and wrong; understanding consequences; investigating moral and ethical issues; offering reasoned views.
Our children’s moral development is shown by their
• ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives
• understanding of the consequences of their actions
• interest in investigating, and offering reasoned views about, moral and ethical issues.
Social
Using social skills in different contexts; working well with others; resolving conflicts; understanding how communities work.
Our children’s social development is shown by 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
• willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively
• develop interest in, and understanding of, the way communities and societies function at a variety of levels.
• acceptance of 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 will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain
Cultural
Appreciating cultural influences; participating in culture opportunities; understanding, accepting, respecting and celebrating diversity.
Our children’s cultural development is shown by their:
• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage
• willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
• interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.
• knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
SMSC and Religious Education
It is our aim that Religious Education should contribute to the spiritual, moral and social and cultural development of our pupils. Religious Education can help children develop their own informed values, religious and non-religious. Children should learn to respect themselves and be sensitive to the needs and experiences of others, including considering the effect our actions have upon others. Religious Education can also help develop pupils’ understanding of social issues like stewardship of the Earth’s resources, our citizenship within local, national and global communities and a genuine respect for persons and sensitivity to their values and beliefs. Religious Education should also equip pupils to challenge inequalities and disadvantages associated with race, gender, class and ability.
SMSC and PSHE
Jigsaw brings together SMSC, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lesson across the school and encourages children to reflect that learning in their behaviour and attitudes.
How we prepare children for life in modern Britain at Captain Webb
PROTECTED CHARACTERISTICS
Promoting The Nine Protected Characteristics
The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation.
The Equality Act protects people against discrimination because of the protected characteristics that we all have.
Under the Equality Act, there are nine protected characteristics:
1. Age
2. Disability
3. Gender reassignment
4. Race – including colour, nationality, ethnic or national origin
5. Religion or belief
6. Marriage or civil partnership
7. Sex
8. Sexual orientation
9. Pregnancy and maternity
No form of discrimination is tolerated at Captain Webb Primary School and our pupils show respect for those who share the protected characteristics.
We do not teach about all the protected characteristics in every year group. The curriculum is planned and delivered so that our pupils develop age-appropriate knowledge and understanding during their time at Captain Webb Primary School (see below).
Each year group also have a selection of books to support in the delivery of the nine Protected Characteristics.
Protected Characteristics – Content by year group.
Protected Characteristics – Nursery
Protected Characteristics – Reception
Protected Characteristics – Y1
Protected Characteristics – Y2
Protected Characteristics – Y3
Protected Characteristics – Y4
Protected Characteristics – Y5
Protected Characteristics – Y6