British Values

 

 

The DfE have recently reinforced the need ‘to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’

The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated in their 2014 guidance.

“A key part of our plan for education is to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background.”

 

 

“We want every school to promote the basic British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.”

“This ensures young people understand the importance of respect and leave school fully prepared for life in modern Britain.”

 

 

DfE 2014

 

Examples of the understanding and knowledge pupils are expected to learn include:

  • An understanding of how citizens can influence decision-making through the democratic process
  • An understanding that the freedom to hold other faiths and beliefs is protected in law
  • An acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
  • An understanding of the importance of identifying and combatting discrimination

At Mill Lane these values are reinforced regularly and in the following ways:

 

 

Democracy

 

Assemblies are held to ensure understanding and children contribute as a whole class at the beginning of the year to class rules.  There is an additional assembly led by our regional Parliamentary Officer, who explains how the process of government works.  Pupil voice questionnaires are completed and ideas taken from them inform school improvement. We have a school council who meet regularly to discuss issues raised in class council meetings. They have a small budget to use to effect change in school. Members of the school council are elected democratically by their class. Children in Mill Lane have the opportunity to voice their opinions and preferences when making decisions, such as which books to read, who to work with, how to organise group work, and they are encouraged to give reasons for their choices. Children discuss how to be effective learners together and how to create a positive learning environment for each other. Mill Lane has incorporated articles from The UNICEF Convention on the Rights of the Child international human rights treaty into the curriculum.  During each half term the children have assemblies and undertake learning linked to the articles. Moral strand of our PSHCE curriculum:

 

  • Begin to exercise choice and the right to decide
  • Begin to discuss and debate topical issues in both small and larger groups
  • Begin to contribute to the life of the class & school; e.g. classroom  monitors, playground friends
  • Become aware of and respect the different opinions of others
  • Offer simple ideas or opinions about real school issues.
  • Be confident to try new activities, initiate ideas and speak in a familiar group.
  • Consider the consequences of their words and actions for others.

 

P.E and school sport:

 

  • Team games taught for striking & fielding, net and invasion games
  • Team games and working with others developed at playtimes
  • A range of extra-curricular activities

 

 

 

The Rule of Law

 

The importance of laws and rules, whether they are to govern the class, the school, or the country, are consistently reinforced throughout regular school days and through school assemblies, as well as when dealing with behaviour. School rules are clear and fair and are reinforced throughout the school day by everyone. Pupils are taught the value and reasons behind laws and rules, that they govern and protect us to keep everyone safe from hurt or harm.   The responsibilities that this involves and the consequences when laws are broken are used to develop an understanding of consequences for their actions. Visits from authorities such as the Police and Fire Service help reinforce this message and promote an understanding of the role of those with responsibility in the community. Moral strand of our PSHCE curriculum:

 

  • Begin to manage their feelings in a positive way
  • Understand how rules help them; e.g. School’s  Rules, classroom learning rules
  • Agree and follow rules for their groups and classroom
  • Begin to respect property – personal and public
  • Begin to recognise the difference between right and wrong
  • Begin to understand behaviours which are helpful and unhelpful to make all children feel safe and happy
  • Begin to set personal goals
  • Begin to understand the roles of others in society e.g. people in our local community/people who help us.

 

P.E and school sport:

 

  • Laws and rules for sport
  • Rules for games such as chess

 

Individual Liberty Through a combination of the Rights Respecting schools programme and Values based education, our children are taught about personal responsibility, choices, ambition and aspiration.  Children are given freedom to make choices in many aspects of daily school life e.g. choice of learning activity, method of recording, and participation in extra-curricular activities, who to play with. They are taught that they have a right to be free from victimisation through our anti-bullying culture and expectations. Children are encouraged to take opportunities to follow their interests eg in ICT, music and sport.  They take responsibility for their choices and behaviour as well as knowing their rights. They understand the consequences of their choices. Children are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, for example through our work on e-safety and PSHCE lessons. This is done through computing lessons, assemblies and outside organisations such as the NSPCC, as well as through the PSHCE curriculum. Children are taught about the importance of individual liberty and the impact of the loss of this liberty on communities, societies and countries through assemblies and our curriculum, for example through the study of World War 2, the role of inequality in different cultures and countries and the freedom to express personal beliefs and faith practices. Children are taught to have compassion and consideration for individuals and groups who suffer as a result of circumstances that affect their individual liberty through charitable fundraising for organisations such as Children in Need. Citizenship strand of PSHCE curriculum:

 

  • Begin to know about different groups they belong to and the important people and roles within them.
  • Begin to develop a sense of responsibility and set a personal target.
  • Offer simple ideas or opinions about real school issues.
  • Begin to understand the rights and responsibilities of children.
  • Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others.
  • Consider the consequences of their words and actions for others.

 

 

Mutual Respect and Tolerance of those with Different Faiths and Belief

 

Mill Lane is situated in an area which is greatly culturally diverse, therefore we place a great emphasis on promoting diversity with the children. Assemblies are planned to address this either directly or through the inclusion of stories and celebrations from a variety of faiths and cultures. Our RE and PSHCE teaching reinforce this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes and the school. Children visit places of worship that are important to different faiths. Mutual respect is at the heart of our values. There is an expectation that all members of the school community treat each other with respect and this is actively modelled by all adults in school. Children are taught to celebrate the achievements of others and respect differences in talents, abilities and skills. Children are taught to identify and challenge prejudicial or discriminatory behaviour and they learn that their behaviours have an effect on their own rights and those of others. Our RE curriculum teaches about the beliefs and practices of different faiths and emphasises the need to be accepting and open to systems and practices that are different to their own. Children learn about different countries, cultures and traditions throughout our curriculum.  Our strong anti-bullying culture enforces an expectation that everyone has the right to be treated with dignity and respect, regardless of any differences in faith, ethnicity, gender, disability or orientation. Mutual respect is also promoted through additional PSHE lessons and assemblies Moral strand of our PSHCE curriculum:

 

  • Identify and respect similarities and differences between people including physical appearance, culture, family, religion, orientation and language
  • Begin to know what bullying is, that there are different types of teasing and bullying and that bullying is hurtful and wrong
  • Learn how to respond appropriately to bullying
  • Respond positively to the diversity and similarity of individuals and groups, including questioning stereotypes
  • Have a positive self-image and show that they are comfortable with themselves.
  • Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others.

 

Article 14: You have the right to follow your own religion, helps to address this. Opportunities in lessons to:

 

  • Understand beliefs and teachings
  • Understand practices and lifestyles
  • Understand how beliefs are conveyed
  • Explore family routines and customs
  • Reflect
  • Develop understanding values
  • Talk about similarities and differences between families, communities and traditions
  • Visit different places of worship
  • Participate in a variety of communities and social settings, cooperating well with others
  • Use a range of different resources to support the entire curriculum to help pupils understand and welcome diversity :
  • Read signs around the school in other languages (classrooms and communal areas)
  • Work in all curriculum areas in different groupings

 

R.E. curriculum:

 

  • Appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • Understand, accept, respect and celebrate diversity as shown by their tolerance and attitudes
  • Children, parents, staff and external visitors invited to talk in school.
  • Children share experiences of different festivals

 

French curriculum:

 

  • Understand the French culture
  • Know the similarities and differences between themselves and others and among families, communities and traditions

 

History curriculum:

 

  • Investigate and interpret the past
  • Build an overview of world history

 

Geography curriculum:

 

  • To map where families live/are from
  • To compare the local area to another in a different country/continent

 

Articles and Values:

 

  • Friendship:
    • Article 15: You have the right to choose your own friends and join or set up groups, as long as it isn’t harmful to others.
  • Freedom:
    • Article 12: You have the right to give your opinion, and for adults to listen and take it seriously
    • Article 14: You have the right to choose your own religion and beliefs. Your parents should help you decide what is right and wrong, and what is best for you.
  • Respect:
    • Article 29: Your education should help you use and develop your talents and abilities. It should also help you learn to live peacefully, protect the environment and respect other people.
  • Happiness:
    • Article 19: You have the right to be protected from being hurt and mistreated, in body or mind.
  • Quality:
    • Article 28: You have the right to a good quality education. You should be encouraged to go to school to the highest level you can.
  • Appreciation:
    • Article 6: You have the right to be alive and be well.

 

We will actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including extremist, homophobic, and transgender views.