BRITISH VALUES AT OAKDALE JUNIOR SCHOOL

What are British values?

The document “Promoting fundamental British values as part of SMSC in schools” says “Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs”.  It is this list of values that are used below as a basis for this statement.

Promoting British Values Oakdale Junior School

At Oakdale Junior School, the importance of SMSC education in developing well-rounded global citizens who contribute to society and improve their communities has always been recognised and promoted as integral to membership of the school. British fundamental values have always been at the heart of what we do.  When the term ‘British’ values is used it is important to underline that this embraces the fact that we are a nation with a proud history of people of many different ethnic backgrounds, religious beliefs and secular values all living together in a plural society. Our school models this wider picture of inclusivity, freedom and equality, so our underpinning values are British to the core.

WHAT IS SMSC?

SMSC stands for Spiritual, Moral, Social and Cultural education. It is not taught as a lesson, it is embedded across our curriculum; For example it could be part of Religious Education, Physical Education, English, History, Geography or Art. It is central to the ethos of the school which children experience on a daily basis. SMSC is now highlighted by government as a key means of promoting basic British Values and counteracting the development of religious extremism in some school settings.

Spiritual

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

Moral

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

Social

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

Cultural

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