SMSC – Key Stage 1

Spiritual

Moral

Social

Cultural

Year 1

Emotional Literacy

• Start to recognise or explain how they and others are feeling

Enjoyment

• Show signs of enjoyment

Creativity

• Engage in creative or imaginative experiences (with some support)

Reflectiveness

• Recount events, with support, to reflect on experiences and learning

Beliefs and values

• Verbalise some of their own beliefs – religious or otherwise

Insight and knowledge

• Demonstrate an awareness that other people have knowledge

Respecting others

• Start to show respect through their actions – following school and class rules, for example

Perseverance

• With support, tackle a challenge until it is resolved

Challenge

• N/A

Right and wrong

• With support, make right choices based on an understanding of right and wrong
• Follow school and class rules

Consequences

• Recognise that their actions might have negative consequences

Respecting others

• Start to demonstrate an awareness of, and respect for, others’ needs, interests and feelings, as well as their own

Social skills

• Show an awareness that different behaviour might be needed in a religious setting
• Where possible, play with pupils from different religious, ethnic and socio-economic backgrounds (possibly with encouragement)

Collaboration

• Cooperate with others in shared activities, with some support

Good citizenship

• Participate, with support, in activities that contribute to the school – eg. picking up litter

Accepting advice

• Follow the advice of others

Challenging others

• Begin to challenge other people’s opinions and values

Respect for the environment

• Demonstrate respect for property and the school
• Start to show respect for people, living things and the environment

Race, ethnicity, faith and socio-economic background

• Start to show an awareness of different cultures within the school

World view

• Recount some facts that have been given previously, about towns, cities and countries beyond their own

Art and music

• Express opinions about artistic, musical, sporting and other cultural experiences

Disability, gender, sexual orientation

• Show an awareness of gender
• Show an awareness of disability

British values

• Show some understanding of how their community is organised – eg. school, family
• Recount some facts about Britain’s political system – eg. the Queen, Prime Minister

SMSC – Key Stage 1

Spiritual

Moral

Social

Cultural

Year 2

Emotional Literacy

• Recognise and explain how they, and others, are feeling

Enjoyment

• Express enjoyment in a variety of ways, including an appreciation of the enjoyment of others

Creativity

• Start to initiate creative/imaginative experiences (with less support)

Reflectiveness

• Reflect on experiences and learning by recounting events (with less support)

Beliefs and values

• Verbalise their own beliefs and distinguish between those that are religious and those that are not

Insight and knowledge

• Demonstrate a respect for other people’s knowledge

Respecting others

• Demonstrate respect for others – eg. choosing to help each other

Perseverance

• Demonstrate a willingness to tackle problems or challenges until they are resolved or achieved

Challenge

• N/A

Right and wrong

• Make choices based on an understanding of right and wrong
• Start to develop their own principles

Consequences

• Recognise that their actions can have negative or positive consequences

Respecting others

• Show respect by starting to explain other people’s needs, interests and feelings, as well as their own

Social skills

• Demonstrate awareness of the rules for behaviour in a religious setting
• Where possible, play and socialise with pupils from different religious, ethnic and socio-economic backgrounds

Collaboration

• Cooperate with others in a range of shared activities

Good citizenship

• Participate in activities that contribute to the school and wider community

Accepting advice

• Willingly accept and follow advice
• Start to appreciate that some advice may not be so useful

Challenging others

• Begin to challenge other people’s opinions and values

Respect for the environment

• Start to show respect for people, living things, property and the environment

Race, ethnicity, faith and socio-economic background

• Develop an understanding of different cultures within the school (race, ethnicity, religion, belief, socio-economic background)

World view

• Independently recount facts about towns, cities and countries beyond their own

Art and music

• Start to reflect on artistic, musical, sporting and other cultural experiences
• Accept that other people’s views might be different

Disability, gender, sexual orientation

• Show an awareness of gender and sexual orientation (in an age-appropriate way in line with the school policy)
• Show an awareness of, and respect for, disability

British values

• Demonstrate a knowledge of how their community is organised – eg. school, family
• Recount facts about Britain’s parliamentary system, past and present – eg. Guy Fawkes, Lord Shaftesbury
• Name the current Prime Minister

SMSC – Key Stage 2

Spiritual

Moral

Social

Cultural

Year 3

Emotional Literacy

• Begin to recognise the possible impact of their, and others’, feelings – eg. starting to show concern for others

Enjoyment

• Identify and describe experiences that they like and dislike

Creativity

• Independently initiate and participate in creative/imaginative experiences

Reflectiveness

• Reflect on experiences by expressing opinions
• Reflect on learning by expressing opinions

Beliefs and values

• Describe their own beliefs and start to put them into religious and ethical contexts

Insight and knowledge

• Start to show an awareness of other people’s insights

Respecting others

• Consistently show respect for others through their manners and actions

Perseverance

• Demonstrate perseverance by overcoming a set-back

Challenge

• Start to recognise that things that might constrain the human spirit – eg. low aspirations, lack of self-confidence

Right and wrong

• Explain the difference between right and wrong (in context)
• Act accordingly to their own principles and accept that other people’s views and choices may be different from their own

Consequences

• Recognise the consequences of behaviour (theirs and others)
• Use this knowledge to start to manage their own behaviour

Respecting others

• Start to recognise how people can show respect for the needs, interests and feelings of others

Social skills

• Start to modify their behaviour to follow the rules of a religious setting

Collaboration

• Work as part of a team - show an awareness of conflict when working in a team and how it may be resolved

Good citizenship

• Start to reflect on their own impact in the community – eg. waste, noise, carbon footprint

Accepting advice

• Begin to seek advice and make an informed choice about whether to follow it

Challenging others

• Be polite when challenging others’ values and opinions

Respect for the environment

• Start to show awareness of the difference between rights and responsibilities

Race, ethnicity, faith and socio-economic background

• Show an interest in, and appreciation of, different cultures and practises (race, ethnicity, religion, belief and socio-economic background)

World view

• Compare and contrast facts about different places
• Start to recognise that place is not the same as religion, ethnicity or race

Art and music

• Start to verbalise other people’s reflections on artistic, musical, sporting and other cultural experiences

Disability, gender, sexual orientation

• Recognise ways in which people can demonstrate respect for gender and sexual orientation
• Recognise ways in which people can demonstrate respect for disability

British values

• Understand how wider society is organised – eg. parliament, places of worship, police, NHS
• Start to select from historical events or periods that explain fundamental values – Romans, Saxon Christianity, Magna Cart, Tudor religion, slave trade, empire, Victorian reforms, Suffragettes, WW2, Windrush

SMSC – Key Stage 2

Spiritual

Moral

Social

Cultural

Year 4

Emotional Literacy

• Recognise the possible impact of their, and others’, feelings – eg. showing concern

Enjoyment

• Describe experiences that they enjoy
• Start to describe the experiences that others enjoy

Creativity

• N/A

Reflectiveness

• Reflect on experiences by expressing opinions and listening to those of others
• Reflect on learning by expressing opinions and listening to those of others

Beliefs and values

• Describe their own beliefs coherently and put them into a religious or ethical context

Insight and knowledge

• Show respect for other people’s insights

Respecting others

• Demonstrate good manners
• Start to cope with/compensate for non- reciprocation

Perseverance

• Demonstrate perseverance by overcoming more than one set-back

Challenge

• Recognise things that might constrain the human spirit

Right and wrong

• Start to reason about right and wrong in the abstract
• Explore their own, and others’, views – form and express opinions

Consequences

• Use their knowledge of consequences to manage and adapt their own behaviour

Respecting others

• Recognise and explain how people demonstrate respect for the needs, interests and feelings of others

Social skills

• Modify behaviour appropriately for different religious settings, and explain why they are doing so
• Start to modify everyday behaviour to reflect and include friends from different religious backgrounds

Collaboration

• Use their knowledge of others’ views, opinions, personal qualities and social skills to successfully work in a team
• Start to work on resolving conflicts

Good citizenship

• Explain their own impact in the community and start to make adjustments to their own behaviour in response to this

Accepting advice

• Seek advice but make an informed choice about whether to follow it

Challenging others

• Show awareness of the cultural and religious context for others’ values and opinions – adjust the style of challenge accordingly

Respect for the environment

• Recognise ways in which people are able to demonstrate respect for people, living things, property and the environment

Race, ethnicity, faith and socio-economic background

• Show respect for other cultures in words and actions

World view

• Recall and compare facts about different places, and explain how these can both reflect and disguise ethnicity, faith and race

Art and music

• Accurately verbalise other people’s reflections on artistic, musical, sporting and other cultural experiences

Disability, gender, sexual orientation

• Start to challenge the behaviour of individuals that might negatively impact on minorities

British values

• Understand how wider society is organised – eg. councils, courts, charities
• Recall historical facts about Britain’s fundamental values – explain how these values appear in other cultures too

SMSC – Key Stage 2

Spiritual

Moral

Social

Cultural

Year 5

Emotional Literacy

• Recognise the impact of their, and others’, feelings and start to modify behaviour where appropriate – eg. compassion and empathy

Enjoyment

• Start to alter their behaviour to make allowances for others’ likes and dislikes

Creativity

• Start to understand how creative/imaginative experiences can inform their perspective in life

Reflectiveness

• Show an interest in reflecting on their, and others’, experiences and learning

Beliefs and values

• Be reflective about their own beliefs/values and ideas, religious or otherwise, explaining how they inform their perspective on life

Insight and knowledge

• Show an interest in other people’s insights

Respecting others

• Demonstrate good manners and sensitively deal with others’ lack of manners

Perseverance

• Persist in tackling challenges and start to help others to do so in a sensitive way

Challenge

• Start to challenge things that might constrain the human spirit – eg. low aspirations, lack of self-confidence

Right and wrong

• Explain how moral codes may differ between cultures
• Start to use this knowledge to reason about moral dilemmas
• Often act according to their own principles in areas that are considered right by some and wrong by others

Consequences

• Explain the consequences for their, and others’, actions and start to compensate for other people’s behaviour

Respecting others

• Begin to cope with, and compensate for, other people’s lack of respect

Social skills

• Modify everyday behaviour to respect/include peers and strangers

Collaboration

• Relate to other people’s opinions, qualities and skills, and work towards a consensus

Good citizenship

• Adjust their own behaviour to lessen their negative impact in the community – eg. use of plastic

Accepting advice

• Start to be able to explain about skill levels and authority of advice givers

Challenging others

• Challenge others’ values and opinions sensitively
• Show an awareness of when it might not be necessary or appropriate to do so

Respect for the environment

• Appreciate individuals’ rights and responsibilities in a wider social setting

Race, ethnicity, faith and socio-economic background

• Start to show how cultural influences have shaped their own, and others’, heritage

World view

• Start to understand how the emerging world culture odf shared experiences is changing communities around the world – eg. TV and the Internet

Art and music

• Show sensitivity towards other people’s views and opinions about artistic, musical, sporting and other cultural experiences

Disability, gender, sexual orientation

• Challenge the behaviour of individuals and some groups if it might negatively impact on minorities

British values

• Express opinions about the way society is organised at a variety of levels
• Explain how British history and geography has shaped our parliamentary system and our fundamental values

SMSC – Key Stage 2

Spiritual

Moral

Social

Cultural

Year 6

Emotional Literacy

• Recognise the impact of their, and others’, feelings and modify behaviour where appropriate

Enjoyment

• Explain how their own enjoyment might affect that of others

Creativity

• Explain how creative/imaginative experiences inform their learning and their perspective on life

Reflectiveness

• Reflect on their own, and others’, experiences and learning and suggest reasons for the differences

Beliefs and values

• Be reflective about their own beliefs/values and ideas, and those of others, explaining how they inform perspectives

Insight and knowledge

• Explain the difference between knowledge and insights

Respecting others

• Start managing other people’s insensitivity in appropriate and courteous ways

Perseverance

• Demonstrate persistence and help others do so, in a sensitive way

Challenge

• Sensitively challenge things that might constrain the human spirit

Right and wrong

• Make reasoned judgements on moral dilemmas in and out of context
• Reassess their own values in light of this
• Confidently act accordingly to their own principles in areas that are considered right by some and wrong by others

Consequences

• Lead a considerate style of life and explain what this means

Respecting others

• Sensitively cope with, and compensate for, other people’s lack of respect

Social skills

• Show an interest in, and explain, how diverse communities and societies function

Collaboration

• Relate to others and work towards consensus by adapting behaviour and speech – eg. facilitating, uniting

Good citizenship

• Reflect on their own contribution to society and to the world of work

Accepting advice

• Distinguish where it is appropriate to ask advice and when it might not be
• Understand the personal qualities of advice-givers

Challenging others

• N/A

Respect for the environment

• Explain how rights and responsibilities might differ from one cultural context to another

Race, ethnicity, faith and socio-economic background

• Explain how cultural influences shape people’s heritage, both in context and in the abstract

World view

• Explain how the emerging world culture of shared experiences is changing world communities – eg. TV and the Internet

Art and music

• N/A

Disability, gender, sexual orientation

• Sensitively challenge individuals or groups whose behaviour might have a negative impact on minorities
• Recognise that it might not be appropriate for them to speak ‘for’ someone else

British values

• Reflect on their own, and others’, opinions about the way society is organised at a variety of levels
• Show sensitivity in explaining the range of influences that have come together to shape Britain’s parliamentary system and its fundamental values