Using Social, Moral, Spiritual and Cultural Drivers with Construction Trainees

Adopting educational teaching methodology for construction trainees using Social, Moral, Spiritual and Cultural (SMSC) drivers as a guiding principle for the training framework developed with liaison with teaching professionals. This is part of the curriculum being adapted to use in the training of apprentices and for the development of an improved mental health culture on site.

The principle consists of:


  • Use of a range of social skills in different contexts, for example working and socialising with other operatives and staff at different levels, including those from different religious, ethnic and socio-economic backgrounds. To encourage and develop more collaborative working practices through operative led workshops and planning sessions
  • Willingness to participate in a variety of communities and social settings, including by volunteering and cooperating well with others
  • Acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to site life..


  • Ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England. Understanding Moral responsibilities of coronavirus responses and attitudes for example. Also for H&S cultural improvements.
  • Understanding of the consequences of their behaviour and actions.


  • Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.
  • Sense of enjoyment and fascination in learning about themselves, others and the world around them.
  • Use of imagination and creativity in their learning.
  • Willingness to reflect on their own experiences.


  • Understanding and appreciation of the wide range of cultural influences of themselves and others.
  • Understanding and appreciation of the range of different cultures within the workplace and further afield as an essential element of their preparation for life in modern Britain.
  • Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.
  • Interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity as well as different trades and  and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the workplace.

Footer Reference

Monitor Report. Bowmer and Kirkland. Derbyshire. July 2020.

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