SMSC & Personal Learning Goals and metacognition

Personal Learning Goals

Across the curriculum, we focus on modelling, explaining and highlighting use of our personal learning goals. This supports pupils’ ability to become happy and successful learners. We will teach, use and encourage children to develop these learning habits across the curriculum and regularly acknowledge them, so they can become truly embedded.

Personal Learning Goals .pdf

Metacognitive strategies

The effective use of our Personal Learning Goals also supports pupils’ metacognition - their ability to reflect upon their learning. See below for strategies used at Bewick Bridge to foster pupils’ metacognition alongside the Personal Learning Goals.

Strategies for Metacognition and PLG.pdf


SMSC, the Spiritual, Moral, Social and Cultural development of pupils, pervades each aspect of life in Bewick Bridge. See below for some of the ways pupil demonstrate and develop these skills.

The Spiritual Development of children is shown by their

• ability to be reflective about their own beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings, values and faiths.

•sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible

•use of imagination and creativity in their learning

•willingness to reflect on their experiences

The Moral Development of children is shown by their

•ability to recognise the difference between right and wrong, and their readiness to apply this understanding in their own lives. To have a respect for the civil and criminal law of England

•understanding of the consequences of their behaviour

•interest in investigating, and offering reasoned views about, moral and ethical issues. Able to accept, respect and appreciate that others may have a different viewpoint.

The Social Development of children is shown by their

•use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

•willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively

•willingness to volunteer

•interest in, and understanding of, the way communities and societies function at a variety of levels •acceptance and engagement with the fundamental British Values of democracy, the rule of law, respect and tolerance of those with differing faiths and beliefs. Their attitudes towards these British values allows the children to participate fully in and contribute positively to life in modern Britain.

The Cultural Development of children is shown by their

•understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

•willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities

•understanding and appreciation of the wide range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

•interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

Supporting mental health and wellbeing - MindUP

At Bewick Bridge we are proud to be part of the growing network of MindUP schools who promote the mental health and emotional wellbeing of our whole school community.


The unique evidence-based framework provides knowledge and understanding of neuroscience, mindful awareness, positive psychology and mindful practices to affect positive change within the classroom and beyond. The 15-lesson curriculum includes practices developed to help children improve their focus, manage their emotions and face challenges with resilience, kindness and compassion.

The MindUP lessons are complemented by the ‘Brain Break’. This core mindful breathing exercise which takes place three times a day, enables pupils and staff to calm their minds, focus and get ready to learn.

The interactive teaching and learning approaches, complemented by whole-school mindful practices, help create an exciting learning environment within which children can thrive academically, socially and emotionally.


MindUP is central to our strategic vision, it supports us to create a whole-school culture of gratitude, optimism, happiness and respect within which we can all grow and flourish.


For further details about the MindUP programme, including research findings, the curriculum overview and case studies, visit