Curriculum Coverage

• Spiritual – personal values & beliefs; experiencing wonder & fascination; understanding human feelings & emotions; using imagination & creativity.
• Moral – developing & expressing personal views; investigating moral & ethical issues; moral codes & models of moral virtue; recognising right & wrong; understanding the consequences of actions.
• Social – developing qualities & social skills; participating & resolving conflict; understanding how communities function.
• Cultural – understanding & respecting diversity; understanding & appreciating culture; participating & responding to culture; preparing for life in modern Britain.

Source: SMSC Quality Mark

• An understanding of how citizens can influence decision-making through the democratic process.
• An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety.
• An understanding that there is a separation of power between the executive and the judiciary.
• An understanding that the freedom to choose and hold other faiths and beliefs is protected in law.
• An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, not discriminated against.
• An understanding of the importance of identifying and combatting discrimination

Source: Department for Education

• Schools provide a safe place to discuss and debate topical & controversial issues affecting young people.
• Pupils can influence and participate in decision-making on issues affecting them in their society.
• Pupils can participate in decision-making within their own school environment.
• Pupils can express their views and appreciate the impact their views can have on others.
• Pupils can discuss terrorism and the wider use of violence in a considered & informed way.
• Schools can facilitate understanding of wider societal issues and how citizens can exercise democracy to influence change.
• Pupils should be given the platform to challenge Islamophobia, anti-Semitism & other prejudices.
• Pupils should use safe-to-learn anti-bullying strategies to minimise hate- & prejudice-based bullying.
• Pupils should know how to challenge extremist narratives and promote universal rights.
• Pupils should develop questioning skills & techniques to open up debate in a safe way.
• Pupils should feel confident to discuss honestly a plurality of views.
• Schools should allow voters to debate fundamental moral & human rights principles.
• Schools should promote open & respectful dialogue.
• Model participatory and representative democracy by engaging and examining views expressed.
• Encourage pupils as citizens to support the vulnerable and to use democratic & lawful vehicles for protest.
• Help pupils to develop the skills needed to evaluate effectively and
• discuss potentially controversial issues.
• Use spaces for voters to discuss openly issues that concern them, including exploring their own identities & how these relate to the diversity of the society in which they live.
• Give voters a safe place to respond to current events that will challenge their beliefs.

Source: GOV.UK

Safe

• growing up in an environment where a child or young person feels secure, nurtured, listened to, and enabled to develop to their full potential. This includes freedom from abuse or neglect.

Healthy

• having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices.

Achieving

• being supported and guided in learning and in the development of skills, confidence, and self-esteem, at home, in school and in the community.

Nurtured

• growing, developing, and being cared for in an environment which provides the physical and emotional security, compassion, and warmth necessary for healthy growth and to develop resilience and a positive identity.

Achieving

• having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, at home, in school and in the community.

Respected

• being involved in and having their voices heard in decisions that affect their life, with support where appropriate.

Responsible

• having opportunities and encouragement to play active and responsible roles at home, in school and in the community, and where necessary, having appropriate guidance and supervision.

Included

• having help to overcome inequalities and being accepted as part of their family, school, and community.

Source: Scottish Government

Those marked with asterisks are those which VotesforSchools promotes on a weekly basis:

• Definition of the child
• Non-discrimination*
• Best interests of the child
• Implementation of the Convention
• Parental guidance and a child’s evolving capacities
• Life, survival & development
• Birth registration, name, nationality, care
• Protection & preservation of identity
• Separation from parents
• Family reunification
• Abduction & non-return of children
• Respect for the views of the child*
• Freedom of expression*
• Freedom of thought, belief & religion*
• Freedom of association
• Right to privacy
• Access to information from the media*
• Parental responsibilities & state assistance
• Protection from violence, abuse & neglect
• Children unable to live with their family
• Adoption
• Refugee children
• Children with a disability
• Health & health services
• Review of treatment in care
• Social security
• Adequate standard of living
• Right to education*
• Goals of education*
• Children from minority or indigenous groups
• Leisure, play & culture*
• Child labour
• Drug abuse
• Sexual exploitation
• Abduction, sale & trafficking
• Other forms of exploitation
• Inhumane treatment & detention
• War & armed conflicts
• Recovery from trauma & reintegration
• Juvenile justice
• Respect for higher national standards
• Knowledge of rights

Source: UNICEF

• No poverty
• Zero hunger
• Good health & wellbeing
• Quality education
• Gender equality
• Clean water & sanitation
• Affordable & clean energy
• Decent work & economic growth
• Industry, innovation & infrastructure
• Reduced inequalities
• Sustainable cities & communities
• Responsible consumption & production
• Climate action
• Life below water
• Life on land
• Peace, justice & strong institutions
• Partnerships for the goals

Source: United Nations Department of Economic and Social Affairs