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Social, Moral, Spiritual, Cultural (SMSC)

How is SMSC (Spritual, Moral, Social and Cultural) learning promoted at Easingwold Primary School?


SMSC is something that we work hard to promote at Easingwold Primary School. We link our work in this area with the promotion of British Modern Values which include:

  1. Individual Liberty
  2. Tolerance of other faiths and beliefs
  3. The Rule of Law
  4. Democracy


The table below demonstrates how each of the SMSC strands are actively promoted across the school and curriculum.


Spiritual Development Moral Development Social Development Cultural Development
This will aid the insights, principles, beliefs, attitudes and values which guide, motivate and influence us. We aim to develop an understanding of feelings and emotions which support reflection and learning. This will help children to build a framework of moral values which regulate their personal behaviour. We aim to develop children’s understanding of society’s shared and agreed values. We also aim for children to understand and develop opinions about the range of views and the reasons for that range.

This will promote opportunities for the children to work effectively with each other and participate successfully in the community. It involves the inter-personal skills for successful relationships and the development of skills and personal qualities necessary for living and working together.

This is how the school develops pupil’s understanding and respect of cultures, including their own, and reject discrimination based on differences. It also fosters an eagerness to participate in new experiences and to develop awareness of music, art, dance and literature, etc. in different cultures.
Provision Provision Provision Provision

Religious Education

Assemblies (see Assembly Schedule in British Modern Values Section)

Religious Education

Behaviour Policy

School Ethos

Charitable Work and Fundraising



Pupil Voice and Pupil Responsibilities

Enrichment Days

Community Events

Nurture Groups


Access to the Arts


Library Project


Evidence Evidence Evidence Evidence

- An RE curriculum that promotes knowledge,

tolerance and understanding of different faiths

- Whole school assemblies which focus on key values

- Outdoor learning

- Residential visits –

Edinburgh, Camping, Bewerley Park, East Barnby

- Harvest Festival

- PSHCE curriculum

- Nurture groups

- ‘Open the Book’ assemblies

- Opportunities to reflect on experiences

- RE curriculum
- PSHE curriculum
- Age-appropriate
leadership responsibilities
- Anti-bullying week
- Whole school assemblies
which focus on key values
- Pupil Voice activities
- Mini Leadership Team
- Peer Mentors
- Singing in the local
- Individual behaviour plans
and personal behaviour

- Charity appeals

- After-school clubs
- Achievement awards

- Attendance awards
- Rewarding expressions of
moral insights and good
- Nurture groups – strong
emphasis on social and
moral development

- Mini Leadership Team
- After-school clubs, e.g.
athletics, choir, art
- Lunchtime clubs, e.g. golf,
- Educational Visits

- Visitors to school
- PSHCE curriculum
- Transition visits and events
- Charity events, e.g. Comic
Relief, Save the Children –
jumper day
- Library
- School concerts, e.g.
Summer Serenade, Carol

- Community concerts, e.g.
town carol service
- Sports Days

- Arts curriculum
- MFL curriculum
- Displays around school
- Art-themed days, e.g.
World Book Day
- School Trips, e.g. Young
Voices concert, Pantomime (KS1)

- Visits to a variety of places of worship
- Anti-bullying week
- Peripatetic music lessons

Impact Impact Impact Impact
- Children start to show empathy and show ability to reflect on their own and others’ achievements
- Children develop
attitudes, values and
- There is an increased
ability for children to
empathise with others and see beyond the self
- Children have a respect for themselves and others
- Children have an
awareness and
understanding of their own and others’ beliefs
- Children have more
confidence in themselves
and in their community
- Children are able to give
reasons for things being
right or wrong
- Children behave well in
school and there is a
positive ethos. Pupils look
after each other and take
responsibility for each
other and any conflicts
are resolved quickly and
- Children have very clear
values which impact on
their behaviour; they have
a definite sense of what is
right and what is wrong
- Children enjoy celebrating
others’ achievements and
have opportunities to feel
proud of themselves and
- Children are able to
socialise with a wide
range of people
- Children build positive
relationships with peers
and staff
- Children’s horizons are
widened and aspirations
- Children feel that they
have a say in what
happens in our school
- Children exercise
- Children are aware of
people from different
cultural backgrounds to
their own which helps to
contribute to a positive
atmosphere in school
- Children have an
understanding of a world
outside of their own
- Children feel they have
opportunities to showcase
their diverse talents and
feel valued for their
- Children experience
opportunities for awe and