At the Beacon of Light School we aim to ensure that our students develop into self-assured, positive, happy and confident young people.


We encourage students to take responsibility for their behaviour and to understand how they can contribute positively to those around them, both in school and the wider community.

The Beacon of Light School takes pride in celebrating the achievements of all our students and encourages students to have the confidence to undertake difficult tasks and gain a wide range of experiences.

We promote spiritual, moral, social and cultural (SMSC) development across the curriculum to help students prepare for life in Britain.

As well as being addressed across the curriculum SMSC is covered in tutor time, our assembly programme and through trips, visits and our extra-curricular and enrichment programme.


What is SMSC?

Spiritual – the development of a sense of identity, self-worth, personal insight, meaning and purpose.

Moral – the building of a framework of moral values; the development of students’ understanding of society’s shared and agreed values and the ability to distinguish between right and wrong.

Social – the development of skills and personal qualities necessary for living and working together; being able to function in a multi-racial, multi-cultural society and the development of the inter-personal skills necessary for successful relationships.

Cultural – the understanding of a student’s own culture and other cultures in their town, region, their own country, Europe and the rest of the world.


SMSC in Art

Spiritual – Our Art sessions are dependent on the students’ ability to enquire and communicate their ideas, meanings and feelings. Students will investigate visual, tactile and other sensory qualities of their own and others work.

We encourage independent thinking that will enable students to develop their ideas and intentions and express these in an appropriate manner.

Moral – Throughout each session, students are encouraged to research work from other cultures as well as their own for inspiration. It is sometimes through this investigation that the pupils develop their understanding of equality and.

Social – Art and Design offers students the opportunity to improve and develop their knowledge and understanding of how beliefs may affect an individual’s attitudes and behaviours.

Cultural – Pupils will explore the culture of their own society and will explore work that allows them to gain an understanding of cultures from around the globe, past and present times throughout life.


SMSC in Business and Enterprise

Spiritual – The different spiritual beliefs of people play a key role in business planning. Students are made aware that these beliefs need to be considered when bringing out new products due to the response they might get from people with different beliefs.

This then gives the students the chance to use problem solving skills to work out ways which products could be adapted for people of different beliefs, to make them more successful.

Moral – This issue is covered by students looking at the production of goods, specifically, the use of ‘Sweat Shops’. Students learn how businesses have used these to keep the cost of their goods and services down to make more money. They also look at the other side of the argument that without these factories being set up, the people might have even less. Students move on to look at Fair-trade goods and how businesses look to use these.

Wisdom, Trust, Integrity and Service are the key Values addressed when looking at the recruitment process and why certain members of staff would be hired over another potential candidate.

Social – Students complete a lot of group work within lessons as well as practical tasks when looking at theory topics. Students will need to work with a variety of people when they go into the world of work and these exercises will develop their social skills. Students will need to present their work in a similar fashion to when they move into the world of work and present to their co-workers.

Cultural – Different cultures have different ways of working and different beliefs that they need to follow. Businesses can be multinational and students learn about how these are considered when trading with businesses in different cultural backgrounds. Students look at the media and advertising and how different beliefs can impact on the ways products are advertised and indeed what products can be advertised

Other specific examples of Spiritual, Moral Social and Cultural Develop in Business Studies include: Teachers exemplify Wisdom as they nurture the talents of the students within their classroom.


SMSC in English

Spiritual – English teaches a range of literature that enhances spiritual development through discussion and debate. For example, the study of the classic novella ‘A Christmas Carol’, amongst others, encourages the discussion of the difference between good and evil, considering the impact of conscience.

The study of texts like this gives students the opportunity to think about the consequences of right and wrong behaviour, applying this to their own lives. Creative writing and the study of poetry gives students the opportunity to reflect on their own beliefs and helps them to establish their own relationship with language. Writing is expressive and allows for a reflective process and the freedom to be creative and experiment.

Moral – Moral education in English includes topics such as fairness and equality, as well as appreciating more abstract qualities such as justice and responsibility. We look at how conventions might be used within close reading of texts, such as in advertising, as well as the ethical dilemmas raised.

We also look more generally at texts and how they both represent and challenge fundamental British values. Issues concerning morality and human behaviour are intrinsic to the study of texts. In addition English lessons provide the opportunity to hold and voice a range of opinions in safety and with the confidence that these will be listened to and considered.

Social – English promotes cooperation and teamwork through being able to work in groups, listening to presentations and asking questions.

Real issues encourage students to think about the world outside of school and give opinions on topics that may affect them in the future for example, imagining it has been proposed that a new sports’ centre is to be built in the local area.

Students are required to take on a role and argue a point of view. We also give students the opportunity to speak in different contexts and regarding a range of different real life issue, applying learning to careers and life after school.

Peer assessment is an integral part of our teaching and we encourage focused feedback between students, whereby they support and encourage each other, reflecting and giving advice using their own method for success.

Students are all given the opportunity to be independent, self-reliant and responsible for their own learning. Debate is an important aspect of the subject, giving logical arguments with respect, rationality and thoughtfulness.

Cultural – Students learn about respecting others through the study of poetry about conflict and the representation of different cultures. Many poems deal with conditions faced by those in life threatening, impoverished or less fortunate situations. Students are able to appreciate different cultures and perspectives and empathize with them.

The study of Victorian literature gives opportunities for students to appreciate British history and culture. Speaking and listening activities promote the opportunity to share their own experiences and appreciate other students’ perspectives and experiences.

Theatre trips and visits from published authors give students the opportunity to access cultural activity alongside the viewing of DVDs of plays in performance, which otherwise some students may not have the opportunity to experience.


SMSC in Hospitality

Spiritual – Spiritual education in Hospitality allows students to access their imagination and creativity to make dishes from around the world. Mixing different cultures, religions and beliefs; the course will help the students broaden their understanding of the world and everything around them. They realise this through peer assessment, reflection and group tasks.

Moral – Moral education in Hospitality is demonstrated through a rigorous test of our rights and wrongs. The students will consider the impact of foods and where they come from and apply their views on whether the punishments are suitable for certain negligence within the industry.

Discussing our moral compass and how we know what’s right and what’s wrong engages the students and allows them to access and reflect on the origins of their own personal perceptions of the chosen topic.

Social – Social education in Hospitality involves collaborative working to ensure all students get the opportunity to engage alongside students from alternative upbringings, religious backgrounds or cultures.

Team work and group work is essential during practical sessions and the students will develop key communication skills during these sessions. The students will hit on key aspects that affect certain groups within the country and gain a solid respect for other cultures and beliefs.

Cultural – Cultural education in Hospitality is the understanding and appreciation of the wide range of cultural influences that encompass our community.

The lessons will be embracing the foods and diets of the world with insight in to religious difference and the dietary requirements that might be involved. The students will learn through group work, independent research and practical tasks to give them the fully rounded experience into cultures they may not have had the chance to visit before.



Spiritual – Students look at how ICT can bring rapid benefits to discussions and tolerance to an individual’s beliefs. However, students are also exposed to the limitations and abuse of the internet where they question and justify the aims, values and principles of their own and others’ belief systems. Within these discussions an appreciation for the intangible concepts such as truth and goodness are developed.

Moral – This issue is addressed by students looking at the safe disposal of old ICT equipment and how this could potentially be passed onto more disadvantaged people. Students learn that any equipment which is scrapped should be done to Government standards.

Student also look at how ICT developments have had an impact on the environment as technology has meant that old ways of working have been changed to help the environment.

Social – In ICT students do a lot of practical work and work with other students.  Students will need to work with a variety of people when they go into the world of work and these exercises will develop their social skills.

Also students are required to understand about social media and the advantages these sites have brought as well as the numerous problems such as cyber bullying. Students also learn about the social isolation that ICT has brought to some jobs as workers find themselves sat at computers and not necessarily working face to face with other people.

Cultural – The development in technology has impacted different cultures and backgrounds in different ways. More developed countries are able to keep pace with the developments in technology whilst less developed ones can’t. Students learn about how this can impact on the people in the country and form larger skills gaps.


SMSC in Maths

Spiritual – The awe and wonder of mathematics is shared with the children and helps to explain the world and the mathematical patterns that occur such as the symmetry of snowflakes or the stripes of a zebra.

We talk about the wow factor when the pupils make connections in maths. Examples are when we investigate different number sequences and in particular the Fibonacci sequence which is evident in nature all around us. Further mathematical ideas consider the idea of infinity. There is also a sense of wonder in the exactness of mathematics as well as a sense of personal achievement in solving problems.

Moral – We look at the use of statistics and how people manipulate them to promote their own (biased) opinions. Pupils are encouraged to discuss the use and misuse of data in all issues including those supporting moral argument. Examples of how we use this in school is with the use of questionnaires to conduct an opinion survey.

The pupils are also taught how to word questionnaires so as not to embarrass people such as conducting surveys on how much money people have, have they ever been in trouble with police and how much they weigh.

Social – At the beginning of lessons the hook is used to engage pupils and to show how maths is used in the real world. Social education in Maths gives the greatest opportunity for pupils to work together collaboratively during experimental and investigative work.

We also look at statistics, in particular how the census is used by governments to plan ahead for health, education and social requirements. E.g. do we have enough doctors for the population? Infrastructure and road use, a high number of accidents on certain roads can result with new roads being built and altering speed limits. Birth rates – will there be enough school places for all the children when they reach the age of 5?

Cultural – We encourage the pupils to appreciate the wealth of mathematics in all cultures throughout history. We look at the history of maths and its development. Examples of this are how the different number and measuring systems have evolved.

Pupils also look at the number systems used by other countries such as Chinese numbers and how Roman numerals are used particularly on clocks.

Pupils consider the development of shape patterns around the world in particular tessellations and the symmetry of buildings.

Pupils discuss the use of Mathematical language and how it is a universal language used worldwide.



Spiritual – PSHRE inspires curiosity into our bodies and minds, and how our identities are complex, can change over time and are informed why what it means to be a UK citizen. It also enables pupils to explore creative approaches to taking action on problems and issues to achieve intended purposes.

PSHRE allows pupils to reflect on self and develop their personal identity. We also explore different religions and how each religion celebrates its beliefs.

Moral – PSHRE provides opportunities for pupils to weigh up what is right and wrong, fair and unfair in different situations. It encourages them to understand that justice is fundamental to a democratic society and to think through the consequences of actions to themselves, their relationships, society and the environment.

Consideration of ideas, opinions, assumptions, beliefs and values in PSHRE lessons allows children to investigate moral and ethical issues and develop skills of critical thinking, enquiry, decision making and advocacy as well as managing risk.

Social – PSHRE enables pupils to develop their social skills as they work in pairs, small groups and whole class sessions. It helps them consider how democracy, justice, tolerance, respect, integrity and freedom are valued by people with different beliefs, backgrounds and traditions in a changing democratic society.

It develops children’s understanding of the importance of positive and supportive friendships as well as ways of dealing with conflict, and how communities work.

Cultural – PSHRE helps children to explore diverse national, regional, ethnic and religious cultures, groups and societies in the UK and the connections between them. It enables them to appreciate cultural influences, to understand, accept, respect and celebrate diversity and develop their understanding of service to community.

It provides opportunities for pupils to critically evaluate different ideas and viewpoints including those with which they may not agree, and to understand how decisions and actions impact on others in their community.


SMSC in Science

Spiritual – Science uses evidence to make sense of the world around us. It has the ability to make us feel both insignificant compared to the scale of the universe and at the same time feel enormously significant as we are genetically unique. It helps us understand our relationship with the world around us. Making new discoveries increases our sense of awe and wonder at the complexities and elegance of the natural world.

For scientists, this is a spiritual experience and drives us onwards in our search for understanding. Sometimes science and spiritual ideas do cause conflict but in a modern society it is important to understand why these conflicts arise so we can respect the views of others and move forward.

Moral – Scientists face moral decisions all the time, whether it’s the ethics behind new medical treatments, the environmental impact of industry, or how government funding is allocated to scientific projects. Scientific discoveries and inventions need to be used responsibly, and decisions made based on evidence.

As teachers, we encourage pupils to be both open minded (making a hypothesis) and critical (collecting and evaluating evidence) and to use their understanding of the world around them in a positive manner.

Social – Scientists are collaborators, they work together. Sharing ideas, data, and results is an important principle of the scientific method. We encourage pupils to work together on scientific investigations and to share results (to help improve reliability).

Science is changing our society. People are living longer, people are driving more efficient cars and more people are putting solar panels on their rooftops.

Society has become dependent on new scientific developments but also our lives are likely to change significantly in the future because our activities are damaging to the environment. Students must consider their impact on the world around them and start to look at what we can do to help the next generation look after our planet.

Cultural – Scientific development comes from all across the world, from people of all backgrounds and cultures. Some of science’s most important discoveries have come from other parts of the world and it’s important for students to understand this, as many believe that progress comes largely from the UK or America.

It is also important to understand how the different cultures around the world can have different impacts on the planet and what impact more economically developed countries have on poorer areas. This will also be vital into the future as we need to monitor the impact of quickly developing cultures around the world on our environment.


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