This course will be online:-

• Presenters are presenting via webcam, accompanied by slides and activities
• Opportunities for delegate questions and comments
• A copy of the slides will be made available after the course, along with further materials

This is a half day course running 4pm to 6:30pm

Pupils’ Spiritual, Moral, Social and Cultural (SMSC) development has been important since its inception in 1944. State-funded schools now have to teach Relationships (and Sex) and Health Education, as part of a wider programme of PSHE education which has been expected of independent schools for many years.

Schools need to consider how to ensure Personal Development, Citizenship, ‘British Values’ Equality, Careers Education and the take-up of extra-curricular activities are provided to pupils.

How do we ensure high-quality SMSC and ‘British Values’ post-COVID – such as ‘Black Lives Matter’ and post-Brexit – run throughout the curriculum?

Statutory Guidance June 2019

School Inspection Handbook says:-

Before making the final judgement on overall effectiveness, inspectors will always consider the SMSC development of pupils..

• So, what does high-quality SMSC look like across the curriculum?
• How does R(S)HE / PSHE link with SMSC?
• What will ISI or Ofsted expect?
• Why might this be important in a post-COVID, post-Brexit world where AI & 'alternative facts' are prevalent?
• How does this link to attainment and school improvement?

Attending this course will enable delegates to understand and explain to colleagues:

• The rationale for high quality SMSC
• The links between R(S)HE SMSC and ‘British Values’
• Developing SMSC & FBV across the curriculum
• How to we manage local, national and international values?
• What do ISI or Ofsted expect?
• How this links to attainment and school improvement

This course is practical and interactive. Teachers will leave with a clear set of strategies and interventions to lead and develop SMSC across their school.

Section 1 - Identity

• What is my identity?
• What do we mean by values?
• What does it mean to be British?
• How might we celebrate being British?
• Should we always support 'British' values?

Section 2 - The Policy context - How to make sense of, and understand the links between:

• The Equality act (2010)
• Prevent strategy (2011)
• Promoting fundamental British values as part of SMSC (2014)
• Character benchmarks (2019)
• Relationships (and sex) and health education (2020)
• What measurable impact might the impact of SMSC and FBV?

Section 3 - What does this mean for learning, teaching & pedagogy?

Section 4 - What about ISI and Ofsted?

Section 5 - Looking ahead - What are the 'next steps' for individual schools?

Presenter Profile

John Rees is passionately committed to improving the learning and life chances of children and young people, through the professional development of individuals and organizations.
Seconded from secondary school leadership, John lead the transformation of a 2-school research project at Exeter University, into an evidence-based, behaviourally-effective, multi-agency wellbeing programme with 200+ schools across the UK and overseas, with unique evidence of health benefit and educational improvement.
Since 2005 John has worked with Local Authorities, schools, charities and commercial groups across the UK and abroad to provide coaching and training, to support school improvement. This is predominantly around R(S)HE / PSHE, behaviour management and SMSC to support school improvement and improve the learning and life chances of children and young people, and the adults who work with, and for, them.

Feedback from teachers on this course

“Thank you so much for the SMSC course, I cannot tell you how much I enjoyed it , how insightful it was and useful. I am going to be able to do so much with it for the whole school”
Elizabeth Watson, Head of Religious Education, Hollingworth Academy Trust

Cost: £150 per delegate

Booking Form

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