Learners for Life

SMSC & FBV

SMSC stands for spiritual, moral, social and cultural. All schools in England must develop pupils SMSC education as part of the national curriculum.

Schools also have a duty to promote Fundamental British Values (FBV) as part of the government’s Prevent strategy.

SMSC Definition

Spiritual: Explore beliefs and experiences; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect meaningfully on their own actions and the actions of others.

Moral: Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.

Social: Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.

Cultural: Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity.

The Citizenship Foundation National SMSC Quality Mark We have been awarded a Silver SMSC Award by the National SMSC Quality Mark

Coppice Valley is the proud recipient of a Silver SMSC award, recognising our work to promote excellent SMSC education.

Aims and Values

At Coppice Valley, our aim is to inspire all our pupils to love learning and to have big ambitions for their lives.  We believe in the power of education to change the lives of all our community for the better.  Our purpose is to nurture the growth of the whole child - academically, socially and emotionally. Good relationships are at heart of our school - our ethos is warm, supportive and family friendly.

At Coppice Valley, we understand we have a duty to provide for the Spiritual, Moral, Social and Cultural education of pupils whilst promoting the British Values of Democracy, the Rule of Law, Individual Liberty, Respect and Tolerance. We recognise the valuable and considerable role that quality SMSC education plays in achieving our aims and values.

Our school values – Brave, Kind and Curious – are embedded in our school SMSC education through PSHE lessons, assemblies and teachable moments that occur in the everyday life of the school.

 Read our SMSC Policy here

SMSC Intent

We recognise the importance of specifically teaching SMSC education to our children. Therefore it features in our curriculum topics in our planning. For example, our Year 3/4 pupils do a community project that involves local politics, our Year 2 pupils visit places of worship such as a gurdwara and our Year 1 pupils appreciate the awe and wonder of the world with star-gazing. In history lessons pupils also consider matters of right and wrong i.e. when learning about slavery or WWII. In art and design lessons, links are made to great artists and world-art so pupils can learn cultural appreciation  Our Coppice Curriculum comprises of the national curriculum plus our Coppice 50 activities and Character Curriculum (YoiMoji).

The Coppice 50 are fifty key experiences that develop our pupils SMSC over their seven years with us. They are specific to the needs of our context, providing our pupils with bespoke SMSC opportunities.

Our Character curriculum uses a resource called YoiMoji. This is a set of stories, videos and resources following the lives of characters as they learn and grow. We explore characteristics and personal traits, including the school values, such as bravery, kindness, curiosity, independence, resilience and perseverance.

Implementation

At Coppice Valley SMSC is implemented explicitly and implicitly. The curriculum topics we follow have SMSC, including FDV, built into every unit of work. Our Coppice 50 and Character curriculum are explicitly planned teaching opportunities for SMSC and FBV.

Beyond lessons, our pupils SMSC & FBV education extends to:

  • Whole school assemblies and weekly celebrations of values with parents
  • Visits to different places of worship and visits to school by different representatives of religions and belief-systems
  • Annual residential experiences for years 1-6 (sleepovers at school in KS1 and short trips away in KS2)
  • Christmas and Easter celebrations with our community
  • Diversity week - celebrating different religions, races, families and abilities
  • Around the World day - celebrating the cultures of the families in our school
  • Give it Go day - opening up our pupils' minds to try new things. Last year we did fencing, karate, knitting, tree-climbing and camp-fire making, 
  • Meditation and mindfulness - part of our regular practice at Coppice Valley
  • Charitable projects - we support local, national and global projects
  • Eco-schools - we have an Eco Council and are in the process of achieving Eco-school status
  • Healthy schools status
  • Termly whole school pupil voice conferences so our children can share their ideas with us about school improvement
  • Anti-bullying week - we teach pupils how to recognise and deal with bullying in our curriculum
  • YoiMoji character and values education -  we teach our pupils how to be independent, resilient and resourceful
  • Sports competitions against local schools
  • Crucial crew - training for our year 6 pupils from local emergency services
  • Daily lunchtime calm club, run by our teaching assistants to provide a quiet space during lunch time for children who want some downtime or to talk to a peer or adult about their feelings
  • Buddies for new pupils - Reception pupils and in-year transfer pupils are given a buddy to help them settle in
  • Visits to the local council offices to see local politics in action
  • Whole school theatre visit - we all go the pantomime together!

Read our SMSC Action Plan for further improving our provision here

Due to our SMSC & FBV provision, Coppice Valley pupils are able to show their learning in the following ways.

The Spiritual Development of children is shown by their:

  • ability to be reflective about their own beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings, values and faiths.
  • 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

The Moral Development of children is shown by their:

  • ability to recognise the difference between right and wrong, and their readiness to apply this understanding in their own lives.
  • to have a respect for the civil and criminal law of England
  • understanding of the consequences of their behaviour
  • interest in investigating, and offering reasoned views about, moral and ethical issues. Able to accept, respect and appreciate that others may have a different viewpoint.

The Social Development of children 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
  • willingness to volunteer
  • interest in, and understanding of, the way communities and societies function at a variety of levels
  • acceptance and engagement with the fundamental British Values of democracy, the rule of law, respect and tolerance of those with differing faiths and beliefs. Their attitudes towards these British values allows the children to participate fully in and contribute positively to life in modern Britain.

The Cultural Development of children is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities
  • understanding and appreciation of the wide range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • 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.
Coppice Eco-Warriors being good citizens of the world, learning about recycling
Coppice Eco-Warriors being good citizens of the world, learning about recycling