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Curriculum Coverage

SMSC, British Values, Prevent Duty, SHANARRI Wellbeing Indictors, The UN Convention on the Rights of the Child & The UN Sustainable Development Goals

We cover:

curriculum map: prevent duty, SMSC, British values, the UN sustainable development goals, the UN convention on the rights of the child, shanarri wellbeing detectors

VotesforSchools maps to a variety of different curriculum areas, for schools in England, Scotland, Wales & Internationally.

At the end of each term, schools are provided with “Curriculum Overviews” outlining how all the below curriculum criteria has been met or supported – these prove invaluable during audits or inspections.

England & Wales

Each week, VotesforSchools provides documentation outlining how the weekly resources meet the following criteria for schools in England & Wales:


Spiritual, Moral, Social & Cultural Education (Ofsted, 2004/2014)

British Values

Promoting fundamental British Values (Ofsted, November 2014)

Prevent Duty

The Prevent Duty (HM Government, 2007-present)

What does the curriculum say?

QSMSC education (Ofsted, 2004/2014)
  • 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

QPromoting fundamental British Values (Ofsted, November 2014)
  • 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

QThe Prevent Duty (HM Government, 2007-present)
  • 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

For more information on how VotesforSchools meets these curriculum areas, download our Primary or Secondary guides.

"Pupils have an age-appropriate understanding of democracy. This is achieved through elections for class council members but also through the ‘votes for schools’ programme. Pupils in all year groups consider big questions; for example, during the inspection Year 3 discussed ‘Should schools have pets?’ This means that pupils learn how to articulate their own opinion but also understand the importance of listening to what someone else has to say. Pupils are well prepared for their lives in modern Britain."

Ofsted Report

Packmoor Primary School

"Pupils make a positive contribution to the life of the school, including as councillors and as art and anti-bullying ambassadors. They keep abreast of current affairs through the weekly ‘votes for schools’ programme. Teachers encourage pupils to form opinions and debate issues such as equality and discrimination. This also includes discussions about democracy and tolerance."

Ofsted Report

Five Elms Primary School, 2022

"Leaders ensure that pupils develop an understanding of democracy, respect and other modern British values. Pupils regularly vote on different themes to express an opinion. For example, during the recent presidential election in the United States pupils considered the quandary of ‘Should celebrities become politicians?’ Such debate enables pupils to express their views respectfully and have their voices heard."

Ofsted Report

Ashwood Academy


Over the course of the academic year, schools can be confident that the SHANARRI Wellbeing Indicators will have been supported by the weekly resources.

SHANARRI Wellbeing Indictors

The Curriculum for Excellence

What does the curriculum say?

QSHANARRI Wellbeing Indictors


  • 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.


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


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


  • 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.


  • 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.


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


  • 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.


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

Source: Scottish Government

For more information on how VotesforSchools meets these curriculum areas, download our Primary or Secondary guides.


Over the course of the academic year, schools can be confident that the UNCRC and the UN SDGs have been reinforced by the weekly resources.

The UN Convention on the Rights of the Child (UNCRC)

The UN Sustainable Development Goals (UN SDGs)

What does the curriculum say?

QThe UN Convention on the Rights of the Child (UNCRC)

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

QThe UN Sustainable Development Goals (UN SDGs)
  • 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



VotesforSchools is committed to providing balanced, impartial, and thoroughly fact-checked resources to schools on a weekly basis.

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