At Engage Academy we are fully committed to promoting children’s spiritual, moral, social and cultural (SMSC) development and the Fundamental British Values. (Democracy, The Rule of Law, Individual Liberty, Mutual Respect and Tolerance)
All of which are embedded in our broad and wider curriculum, as well as being taught through Personal, Social, Health and Economic Education (PSHE) and Religious Education (RE).
We support the physical development of all our pupils and promote the knowledge, skills, language and attributes needed in order to secure positive mental health and emotional wellbeing to prepare them for the opportunities, responsibilities and experiences of later life. More importantly, we prepare our pupils for life in modern Britain and make sure the pupils we teach, learn to be happy, healthy, and are able to keep themselves safe! (Safeguarding & Children’s Rights (UNCRC)).
What is SMSC development (Spiritual, Moral, Social & Cultural)?
Spiritual, Moral, Social and Cultural development is the over-arching umbrella that encompasses personal development across the whole curriculum. It is not a separate subject that is taught explicitly but an aspect of learning that is present in lessons, collective worship, behaviour expectations and attitudes throughout our setting.
The spiritual development of pupils 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.
The moral development of pupils 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.
The social development of pupils 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.
The cultural development of pupils 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 School.
- 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 socioeconomic groups in the local, national and global communities.
What is Personal, Social, Health, Economic Education (PSHE)?
Personal, Social, Health, and Economic (PSHE) Education is a whole school approach through which pupils develop the knowledge, skills, qualities and attributes they need to keep themselves healthy and safe and prepared for the opportunities, responsibilities and experiences ahead. PSHE impacts both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged. In order for children to embrace the challenges of creating happy and successful adult lives, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. High-quality, evidence-based and age-appropriate teaching of PSHE helps pupils develop resilience and to know how and when to ask for help.
Learning revolves around three core themes:
- Health and Wellbeing
- Living in the Wider World
During key stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences which reflect pupils’ increasing independence and physical and social awareness, as they move through the primary phase. It builds on the skills that pupils started to acquire during the Early Years Foundation Stage (EYFS) to develop effective relationships, assume greater responsibility, and manage personal safety, including online. PSHE education helps pupils to manage the physical and emotional changes at puberty, introduces them to a wider world and enables them to make an active contribution to their communities.
The topics have been carefully designed in the context of the needs of our pupils and in reflection of the constantly evolving world in which we live with learning designed to develop the concepts, skills and attributes linked to the key subject content/topics.
Please see the PSHE progression document for further information.
What are the Fundamental British Values (FBV)?
- Democracy (Britain is a democracy- this means that the people in Britain vote for the people who make the laws and decide how the country is run. If we didn’t have a democracy, just one person might be able to make all the laws and that would not be fair).
- The rule of law (In Britain we have a police force who make sure people do not do the wrong thing and break the law- this means that we are safe).
- Individual liberty (In Britain, as long as we do not break the law, we can live as we choose to and have our own opinions about things).
- Mutual respect (We might not always agree with other people, but we try to show respect for their thoughts and feelings. We can give respect to others and we can expect other people to show us respect).
- Tolerance of those with different faiths and beliefs (In Britain we accept and respect that other people might have different beliefs than ours and they may believe in different religions).
Parent Consultation 2020/21
“School do everything well and I’m really happy my child has come to engage. The communication is good and I can let school know anything without issues.”
“It’s good that my child can come home and say positive things about school and feedback what he’s been doing. Keep on doing everything that you are doing as it is amazing and makes me feel happy.”
“It’s important that my child is taught relationships come in all shapes and sizes and it’s not all sunshine and flowers.”
“I want my child to know that you respect others whatever their relationship.”
Supporting a child’s personal development throughout their school journey has a positive impact on academic attainment, leading to successful outcomes into adulthood. It effectively addresses issues which can make it difficult for young people to engage such as those concerning mental health and emotional wellbeing, bullying, poor physical health, relationship issues and substance misuse. Our Ethos (Nurturing Inclusive Learning Communities) and Values (Encouraging freedom of responsibility, Thinking innovatively, Leading with integrity, Improving continuously and Celebrating achievement) are at the core of everything we do and underpins the pupil’s personal development with successful outcomes for all, unlocking their potential
Please see our ‘Policies and Procedures’ page to view our PSHE and RSE policies.