PSHEE and SMSC
At Broadwater Down Primary School we aim to develop learners who are passionate, take ownership of their learning and are proud of their achievements. We believe that the teaching of Personal, Social, Health and Economic Education (PSHEE), Spiritual, Moral, Social and Cultural (SMSC) Development and Fundamental British Values cannot be separated and are evident throughout our whole curriculum and school day.
We help our pupils to develop an inner discipline and encourage pupils to not just ‘follow the crowd’ – but to make up their own minds and be ready to accept responsibility for what they do.
Aspects of SMSC are developed throughout the school with all of our pupils and permeate all areas of school life. Our core values are a fundamental part of this.
Pupils’ 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
Pupils’ 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
Pupils’ 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
- interest in, and understanding of, the way communities and societies function at a variety of levels
Pupils’ 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