{"id":1415,"date":"2015-10-08T14:55:10","date_gmt":"2015-10-08T14:55:10","guid":{"rendered":"http:\/\/www.oakfieldhull.co.uk\/?page_id=1415"},"modified":"2025-10-03T10:27:40","modified_gmt":"2025-10-03T10:27:40","slug":"smsc-and-british-values","status":"publish","type":"page","link":"https:\/\/www.oakfieldhull.co.uk\/index.php\/smsc-and-british-values\/","title":{"rendered":"SMSC and British Values"},"content":{"rendered":"

SMSC<\/strong><\/span><\/h1>\n

All maintained schools must meet the requirements set out in Section 78 of the Education Act 2002 and promote the Social, Moral, Spiritual and Cultural (SMSC) development of their pupils.<\/p>\n

SMSC Education is broadly split into four areas:<\/strong><\/span><\/h4>\n

The spiritual developmen<\/span>t<\/strong> of pupils is shown by their:<\/p>\n

    \n
  • ability to be reflective about their own beliefs (religious or otherwise) and perspective on life<\/li>\n
  • knowledge of, and respect for, different people\u2019s faiths, feelings and values<\/li>\n
  • sense of enjoyment and fascination in learning about themselves, others and the world around them<\/li>\n
  • use of imagination and creativity in their learning<\/li>\n
  • willingness to reflect on their experiences<\/li>\n<\/ul>\n

    The moral development<\/strong><\/span> of pupils is shown by their:<\/p>\n

      \n
    • 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<\/li>\n
    • understanding of the consequences of their behaviour and actions<\/li>\n
    • interest \u00a0in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.<\/li>\n<\/ul>\n

      The social development<\/strong><\/span> of pupils is shown by their:<\/p>\n

        \n
      • 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<\/li>\n
      • 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<\/li>\n
      • 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.<\/li>\n<\/ul>\n

        The cultural development<\/strong><\/span> of pupils is shown by their:<\/p>\n