1. Prevent Strategy SMSC British Values PGCE Secondary (NQT/RQT support) Developing outstanding teachers in an outstanding partnership

2. General Introduction Spiritual, moral, social and cultural development (SMSC) runs across the curriculum and the wider life of the school. It is an Ofsted priority and all schools are required to promote it. Government guidance for schools (Nov.2014) stresses the importance of SMSC in upholding fundamental British values. The term ‘British values’ is now included in part 2 of the Teachers’ Standards. The DfE’s guidance on SMSC and British values is based on the Government's Prevent Strategy. The teaching of SMSC should be part of every school’s safeguarding procedures.

3. Evidence for Part Two of The Standards File There are three activities based on the materials in this PowerPoint. You should also keep a record of your own reading, research and individual experiences during your induction year. Together, these will support you in evidencing your progression in Part 2 of the Standards.

4. Teachers’ Standards Part Two: Personal and professional conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.  Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:  treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position  having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions  showing tolerance of and respect for the rights of others  not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs  ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.  Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.  Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

5. Personal Values Statement Consider your statement of personal values and the discussion you had linking these with professional values. (that you completed during your PGCE) Then, consider this from the Teachers’ Standards. ‘Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs’ and discuss/think about the following. 1.How does this statement link with your own personal views? How might it play out in your wider professional life and in your subject teaching? (see slide 9)

6. What is SMSC? Schools are required under section 78 of the 2002 Education act to promote spiritual, moral, cultural, mental and physical development their pupils. How they do this differs depending on their circumstances. Ofsted inspectors must consider SMSC when making their judgements of a school. 2. Research SMSC provision in your current school. Consider this in relation to your subject teaching and wider professional activity. (see slide 9)

7. The Prevent Strategy, British values and SMSC The Prevent Strategy Read and annotate the section Education: Schools and Children (pages 65-74) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97976/prevent- strategy-review.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/97976/prevent- strategy-review.pdf Promoting British Values and SMSC Read and annotate the document https://www.gov.uk/government/publications/promoting-fundamental-british-values-through-smsc 3. When you have read these 2 documents complete a piece of reflective writing on the Prevent Strategy and how this links with SMSC (spiritual, moral, social and cultural development) and ‘British values’. Consider also how this might be a strand in your subject teaching and in your wider professional role, for example as a form tutor.

8. Some links and additional reading 1. Some schools teach citizenship as a discrete subject, in others SMSC is cross curricular. This link Citizenship and SMSC will take you to a useful briefing paper.Citizenship and SMSC 2. The following link shows how schools, the police and Curious Minds worked together using creative approaches to explore prevention (you may need to copy and paste this link). http://www.preventforschools.org/download/file/TheArt%20of%20Prevention.pdf 3. The research report on the link below looks at teaching methods which can be used in general classroom settings. https://www.gov.uk/government/publications/teaching-approaches-that-help-to- build-resilience-to-extremism-among-young-people https://www.gov.uk/government/publications/teaching-approaches-that-help-to- build-resilience-to-extremism-among-young-people 4. Use this link http://www.bbc.co.uk/news/education to follow this (and other education related) topics in the news.http://www.bbc.co.uk/news/education

9. Evidence for Standards File ActivityDate 1How does this statement link with your own personal views? How might it play out in your wider professional life and in your subject teaching? (refer back to slide 5) Start of induction year as NQT 2Research SMSC provision in your current school. Consider this in relation to your subject teaching and wider professional activity (refer back to slide 6) During term 1 3When you have read these complete a piece of reflective writing on the Prevent Strategy and how this links with SMSC (spiritual, moral, social and cultural development) and ‘British values’. Consider also how this might be a strand in your subject teaching and in your wider professional role, for example as a form tutor (refer back to slide 7) After each term Reflective Writing Based on your reading and reflection over the duration of the induction year write a final piece of reflective writing to be included in part two of your standards file. Near end of induction After you complete your NQT year you should continue to review the above in relation to your post. Maintain reflection on how you are integrating SMSC into your teaching and wider role in school. Ensure you are familiar with school documentation and that you keep a record of any training you receive and the impact it has on your own professional development and on teaching and learning. As an RQT