british values homework ideas

• Primary Hub
• Art & Design
• Design & Technology
• Health & Wellbeing
• Secondary Hub

Citizenship

• Primary CPD
• Secondary CPD
• Book Awards
• All Products
• Primary Products
• Secondary Products
• School Trips
• Trip Directory
• Trips by Subject
• Trips by Type
• Trips by Region
• Submit a Trip Venue

Trending stories

Top results

• Teaching Resources
• Universal Values Responding Holistically To The Requirement To Promote Fundamental British Values

British values – 100+ pages of activities & worksheets

104-page PDF

KS1, KS2, KS3, KS4

This free resource pack will help you to effectively meet the requirement to promote fundamental British values in schools while avoiding any pitfalls.

It includes activities, approaches, worksheets, guidance and updated facts and figures. The aims of this resource are to:

• Outline schools’ requirements to promote fundamental British values
• Provide an understanding of Ofsted’s expectations when inspecting on this requirement
• Impart techniques to help you talk to young people about controversial issues
• Share good practice approaches and activities to support you to undertake values education
• Support you in implementing an effective whole-school approach to promoting British values as part of SMSC development
• Provide links to further sources of information and support

EqualiTeach is a not-for-profit organisation providing high-quality, interactive training and support on issues of equality, diversity and inclusion for education settings. Find accompanying PowerPoints and suggested plans of work on the Equaliteach website . Follow on Twitter at @EqualiTeach .

Similar resources

• Plastic pollution KS2 – Tracking and combatting it
• Plastic bags – Animals and the environment resource
• Leap year activities – KS1 lesson plan
• Red Nose Day schools – Primary and secondary guides
• Citizenship KS1 – Feelings and emotions lesson plan PDF

Sign up to our newsletter

You'll also receive regular updates from Teachwire with free lesson plans, great new teaching ideas, offers and more. (You can unsubscribe at any time.)

Which sectors are you interested in?

Early Years

Thank you for signing up to our emails!

Explore teaching packs

Why join Teachwire?

Get what you need to become a better teacher with unlimited access to exclusive free classroom resources and expert CPD downloads.

Exclusive classroom resource downloads

Free worksheets and lesson plans

CPD downloads, written by experts

Resource packs to supercharge your planning

Special web-only magazine editions

Educational podcasts & resources

Access to free literacy webinars

Newsletters and offers

Create free account

By signing up you agree to our terms and conditions and privacy policy .

Already have an account? Log in here

Thanks, you're almost there

To help us show you teaching resources, downloads and more you’ll love, complete your profile below.

Welcome to Teachwire!

Set up your account.

Lorem ipsum dolor sit amet consectetur adipisicing elit. Commodi nulla quos inventore beatae tenetur.

I would like to receive regular updates from Teachwire with free lesson plans, great new teaching ideas, offers and more. (You can unsubscribe at any time.)

Log in to Teachwire

Not registered with Teachwire? Sign up for free

Reset Password

Remembered your password? Login here

British Values Lesson Pack and Resources

This pack provides lesson resources across the Primary age range to support children to develop age appropriate, meaningful understanding of the themes of democracy, individual liberty, rule of law and mutual respect. All the lessons have been written by The Linking Network Advisors and a group of experienced Primary teachers.

The pack provides 48 lesson plans offering progression from Early Years to Year 6 .  Accompanying teaching Powerpoints and resources for both Key Stages are available for free if you buy the pack.

Click here to view a sample powerpoint .

Reception and Key Stage 1: 12 lessons (3 Democracy, 3 Rule of Law, 3 Individual Liberty, 3 Mutual Respect)

Lower Key Stage 2: 23 lessons (4 Democracy, 4 Rule of Law, 8 Individual Liberty, 7 Mutual Respect)

Upper Key Stage 2: 13 lessons (2 Democracy, 2 Rule of Law, 5 Individual Liberty, 4 Mutual Respect)

The pack is available at a cost of £35.00.  To purchase please click here .

Want to stay up to date with our latest news and resources?

Resource access.

To access this resource, please enter your email address. This is collected so that we know who is accessing our resources and we can therefore tailor newly created resources around your needs.

Email address*:

If you need any help, please email us .

Our range of over 180 online courses are fully accredited, trusted by more than 3 million learners and ideal for training you and your team.

• Food Hygiene
• Health and Safety
• Safeguarding
• Asbestos Awareness
• Fire Safety
• Mental Health
• Health and Social Care
• Business Essentials
• Team training

Welcome to the Hub, the company blog from High Speed Training.

Select a topic to find the most up to date, practical information and resources produced by our experts to support you in your professional life.

• Health & Safety

Fundamental British Values: Prevent Strategy Ideas for Teachers

The Prevent Strategy places a mandatory duty on education professionals to promote fundamental British values.

This guide explains what these values mean and offers ways to incorporate them into everyday life through lessons and special events.

What are the Fundamental British Values?

“Fundamental British values” are a set of social attitudes thought to maintain social cohesion and equality. These values are:

• The rule of law.
• Individual liberty.
• Mutual respect for, and tolerance of, those with different faiths and beliefs.

British Values Explained

Democracy describes our national electoral system and the skills needed to participate in it successfully. Democracy relies on listening to the needs of everyone and adapting a decision until the vast majority agree. The democratic process requires rigorous thinking, perspective-taking, patience, and understanding.

Individual liberty  is the right of British citizens to make choices regarding the elements of their life that are outside of government control. This refers to freedom of speech and the right to make choices about our education, food, beliefs, opinions, work, family, etc.

The rule of law refers to creating an attitude of accountability and respect towards the laws and rules of institutions and nation-states.

Mutual respect and tolerance is an attitude that recognises and respects the individual liberty of others – even if their choices, lifestyle, and beliefs are ones you don’t share.

As well as promoting these values to students, the conduct of all school staff should reflect them. Teachers can be issued with a Misconduct Order where there is evidence that their behaviour undermines British values or promotes political or religious extremism.

How Can I Embed British Values in Lessons?

Schools should have a clear strategy for promoting these values, in their work, as well as methods of showing how this strategy has been effective (e.g. through lesson plans or pupil voice).

Some subjects, such as PSHE, health and relationships education, history, citizenship, and religious education, offer quite explicit subject links. The statutory programmes of study across all key stages, for these subjects include learning outcomes relating to understanding stereotyping, promoting tolerance, respecting differences, and understanding the role and workings of democracy in Britain.

However, opportunities should also be found for embedding British values in lessons within subject with less explicit links – for example, through the texts that are chosen to be studied in English, or in discussions related to the works and artists studied in art and design.

The following are some ideas to further promote British values within school. We have split these up into age ranges, although most strategies can be adapted to suit different age groups.

Teaching British Values in Early Years

Early years settings are well placed to begin to establish the fundamental British values, and they are embedding in many of the routines and learning experiences children will encounter.

Examples of ways to foster this include:

Incorporate Choice

By providing child-initiated learning experiences, where children are given opportunities to decide on the activities they wish to pursue, you can help to foster the concept of individual liberty, whilst providing a framework of rules which nurture tolerance and respect. For example, a child may need to wait for an activity to become free if another child has chosen before them.

You can also begin to develop an understanding of democracy by offering choice at a group or class level.  This can be something as simple as offering two stories to be read aloud and asking for a show of hands to make the decision. Children will experience having a vote that counts, contributing to a decision, and also abiding by group choices that may or may not reflect your personal wishes.

Reflect children’s individual interests

Anyone who has worked with young children has witnessed the power of show and tell.  Children enjoy sharing their interests and news with their peers. Viewed from a perspective of British values, this simple forum for sharing offers both a reinforcement of their individual liberty, showing that their interests and ideas are valued, and promotes ideas of difference and tolerance as they learn about the things that are important to their peers.

Learning experiences within the early years should reflect and build upon the interests of the children, providing them with stimuli to encourage questions and engagement.

Establish clear and consistent rules

By establishing clear and consistent rules for behaviour, you are able to reinforce the importance of rules, alongside the values of tolerance and respect. These should be expressed in child-friendly terms which are easily understood – for example ‘kind words’ might be enough to remind children that we do not call people names or try to hurt their feelings with our words.

Teaching British Values in Primary Schools

School Councils

Most schools recognise the importance of including pupil voice in their decision-making process. School councils allow children to put themselves forward for a position of responsibility. Representatives are usually voted for by their peers to represent them (often one or two councillors per class), in order to put their ideas, questions, and sometimes concerns, to a larger meeting of the school council.

Representatives usually hold the position for a set period of time (e.g. a term) and then other children have a chance to put themselves forward.

As children get older, they could be encouraged to put forward a more detailed pitch for why they think they should hold the position and what they would want to do for their peers, as their representative.

This process works for all school-age children and gives them a chance to be involved in a democratic process on many levels – as voters, representatives, and constituents.

Mock Elections

Sometimes schools take the opportunity to mirror current events and hold mock elections in line with general elections or occasional referendums. This gives children an opportunity to learn about what is involved, and deepen their understanding of the importance of such events that they will encounter in the media.

Depending on the age of the children, this could provide excellent learning opportunities to look at party political agendas, with an emphasis on tolerance of differing viewpoints.

Co-constructing class rules or values

In primary schools, the first week of term often provides a good opportunity to write a set of class values or rules which will form a contract for the year ahead. This allows opportunity to discuss why rules are needed and how they benefit the whole community. Teachers can tie this in with learning about laws in a wider sense.

Once the ideas are agreed, the class can work together to create a display for the classroom so that they can be easily referred to, or perhaps a charter that is signed by every member of the class – including the teaching staff.

Try to make these positive values or rules – so rather than ‘We do not interrupt’, opt for ‘We listen to each other’.

Teaching British Values in Secondary Schools

Strategies such as school councils or mock elections will also work well in a secondary setting, although you will be able to delve further into the intricacies of the democratic process with older children.

With regards to older children, some secondary schools have successfully created ‘school values’ in consultation with pupils. These can then become the basis of reward system – for example if one of the chosen values is ‘kindness’ then children who are found acting kindly to a peer can be rewarded with achievement points or some other form of recognition.

Both class and school rules should be reflective of a wider school culture of tolerance and respect.

Want to Learn More?

Our Prevent Duty Training gives you a clear and concise overview of the Prevent duty. There are opportunities throughout to apply your learning through scenarios and case studies, and Choose Your Path sector-specific content. You can also find our Prevent Duty Guidance Pack for Teachers here .

Embedding British Values in the Wider School Culture

Across all key stages, lessons and strategies on the British values will not be successful in isolation. The key values need to be embedded in every area of school life, from official policies, to the ways children are greeted in corridors.

Children need to see the values reflected in the school culture, and to feel that they as individuals are treated with respect and tolerance, and they are in turn expected to treat others that way.

The following are some ways that schools can help cement such a culture:

• Behaviour policies – the values of tolerance and respect should be reflected in a clear and consistent behaviour policy.
• Celebrating differences – again this needs to be done on many levels, from choices in books for story time to acknowledging and celebrating a range of festivals in assemblies.
• Actively rewarding the values that you seek to instil – again this can be reflected in behaviour policies but it can be as simple as remembering to thank someone for their kindness.
• Valuing pupil voice – this needs to go further than having a school council because it is the ‘done thing’. Pupils’ views should be sought, listened to, and acted upon in an appropriate way. There should be a number of ways for students input into this – for example, focussed email surveys (where there is an opportunity to remain anonymous) can be useful.

Part of the Prevent Duty for the education sector is to promote British values and to be able to evidence this, through lesson plans and policies, etc. However, these values are not new to education. They are something you will already be promoting through your teaching practice – from teaching nursery-aged children to share resources and take turns, to encouraging A-level students to examine an issue from multiple viewpoints in an essay. We hope some of the strategies in this article will help you to recognise where you are already promoting British values in your practice, and to build upon them.

Further Resources

• Free Prevent Duty Quiz – Test Your Knowledge
• Prevent Duty Guidance Pack for Teachers – Free Download
• Tips for Managing Controversial Topics in the Classroom
• Professional Development Plan for Teachers
• Prevent Duty Training: What Do I Need to Know?

Post Author

Her favourite article is Why is Child Development So Important in Early Years?

You may also like

• DIGITAL MAGAZINE

MOST POPULAR

All British values primary resources

Elections and democracy: british values, martin luther king jr. primary resource, nelson mandela primary resource, rosa parks primary resource, international women’s day primary resource, un’s global goals primary resource, refugee week: geography primary resource, queen elizabeth ii primary resource, bonfire night resource, guy fawkes primary resource, all culture resources.

• Most popular

Magna Carta primary resource

Heroes of the british isles: primary resource.

Sign up to our newsletter

Get uplifting news, exclusive offers, inspiring stories and activities to help you and your family explore and learn delivered straight to your inbox.

You will receive our UK newsletter. Change region

WHERE DO YOU LIVE?

COUNTRY * Australia Ireland New Zealand United Kingdom Other

By entering your email address you agree to our Terms of Use and Privacy Policy and will receive emails from us about news, offers, activities and partner offers.

You're all signed up! Back to subscription site

Type whatever you want to search

More Results

You’re leaving natgeokids.com to visit another website!

Ask a parent or guardian to check it out first and remember to stay safe online.

You're leaving our kids' pages to visit a page for grown-ups!

Be sure to check if your parent or guardian is okay with this first.

The 5 British Values – Explained for Students

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

In 2014, the UK Government created five fundamental values that it proclaimed were the unifying values that were fundamental to British society and cohesion.

The values were designed to balance freedom of thought, expression and choice in a liberal society with the need to maintain a safe and secure society.

The five British values are:

• Rule of law
• Individual liberty
• Mutual respect

British Values Definition

The five British Values are democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. These are the 5 fundamental values that have been developed by the UK Government in an attempt to create social unity and prevent extremism.

Get a Pdf of this article for class

Enjoy subscriber-only access to this article’s pdf

How to Teach the 5 Fundamental Values in the Classroom

The Government guidance on the implementation of the fundamental values framework provides both examples of what students should know, and what to teach.

Examples of what students should know include:

• How to influence society through lawful democratic participation;
• That the freedom to religion, including the freedom of others to hold faiths other than your own, is enshrined in British law;
• That people of diverse faiths should all be respected and not be discriminated against as a result of their religious affiliations;
• That it is everyone’s responsibility to identify and challenge discrimination wherever it occurs.

Examples of teaching strategies include:

• A critical analysis of democracy, its strengths and weaknesses, and how it contrasts to other forms of governance;
• Implementation of small-scale democratic processes within schools that focus on childhood citizenship . This might include allowing students to have a voice on matters of importance to them and how their school is run;
• Hold mock elections, including mock election debates, through which students can voice their differences of opinion in respectful and tolerant ways.

Related: 27 Universal Morals Examples

Why do the 5 Values Exist? | (The Prevent Strategy, 2011)

The 5 Values were first outlined in the Prevent strategy of 2011.

The prevent Strategy’s purpose was to quell extremism. Both white nationalist and Islamic extremism were listed as threats to national unity within the Prevent Strategy document.

Within the document, extremism is defined as:

“vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs.”

Within the Prevent strategy, teaching of the 5 values is not made compulsory. Rather, educators are asked to:

• Respect the 5 fundamental values;
• Report students who appear to be radicalized, as defined by contravention of those 5 values.

Later, in 2014, it would become compulsory to actively implement the 5 fundamental values outlined in this definition in British schools. The move to compulsory implementation is outlined below.

Why are British Values Compulsory in Schools? (The Trojan Horse Affair, 2013-14)

The 5 values were a response by the UK Government to fears of Islamisation of British Schools. In particular, they were a response to the moral panic caused by the release of a fake letter titled ‘Operation Trojan Horse’. The letter supposedly unveiled a plot for the takeover of Birmingham school curricula by religious extremists.

Here is the complete timeline of events:

November 2013: Operation Trojan Horse Letter

The values were created in response to rising fear of religious extremist thought in English schools, in particular the Trojan Horse Affair in Birmingham.

In November 2013, an anonymous person send Birmingham City Council a photocopy of a letter. It was claimed the letter was found on a boss’s desk.

The letter outlined plans to stealthily take over the operations of local Birmingham schools and implement an extreme Islamist curriculum.

The letter outlined five steps to the plan:

• Find schools where the majority of students are from a Muslim background;
• Identify a small group of parents within those schools who will agitate from within for an Islamic curriculum;
• Select staff members sympathetic to hard-line Islamism to cause trouble among staff resistant to any moves;
• Run an anonymous campaign aimed at getting the head teacher to resign. This would be done through letters to local parents and community members.

The letter also claimed that this operation had already succeeded at several schools in the Birmingham area, which were listed in the letter.

January 2014: News Reaches the Media

In December 2013, the ‘Operation Trojan Horse’ letter was handed over to the Department for Education and Home Office.

The letter was subsequently declared a fake by investigators.

Nonetheless, the letter was also leaked to the media in January 2014. When the media got their hands on it, the story grew very quickly with headlines like:

• The Daily Mail: “Revealed: Islamist plot dubbed ‘Trojan Horse’ to replace teachers in Birmingham schools with radicals”
• The Birmingham Mail: “Council leader calls for fightback on ‘schools jihad plot’”

Mid-2014: Snap OFSTED Inspections

OFSTED, the office in charge of monitoring schools’ competencies and compliance to laws, conducted snap inspections of 21 schools in Birmingham. Some of the schools had previously been rated ‘Outstanding’ by OFSTED. However, after the inspections, 5 schools were placed in the lowest rated category: “Special Measures”, indicating that the schools are inadequate.

Among the charges leveled against the schools were:

• Sex education classes were inadequate;
• Schools failed to provide sufficient education on religions other than Islam;
• Some classes were found to have been segregated according to gender;
• Girls and boys were discouraged from socializing with one another; and
• Teachers who voiced opposition to changes were found to have been bullied into compliance.

Furthermore, according to The Guardian , there was general agreement on the facts by all parties involved in the school inspections. These facts included:

• Schools in East Birmingham made strides to employ more Muslim educators and governors in order to align the teachers’ values with parents’ values;
• Prayer rooms and calls to prayer were introduced in some schools;
• Emphasis on creative arts, drama and music was dropped and preference was placed on basic literacy and numeracy.

Following this affair, education minister Michael Gove released statutory guidance insisting that democratic values be actively taught in schools – see below.

Do Schools have to Teach British Values?

In response to the Trojan Horse Affair and its aftermath, satutory guidance was released on 27 November 2014 requiring schools to put in place a clear action plan to implement the 5 values into their schools. While previously schools were required to ‘respect’ those values, from that day forward schools needed to clearly demonstrate how the values would be implemented in their school community.

Criticisms of the British Values | ‘Moral Panic’ Argument

There have been some criticisms of the move to implementing 5 national values in schools, including:

• The ‘Moral Panic’ Argument: The Trojan Horse Affair was widely found to have been discredited. The letter was believed to have been a hoax. Suspicious leaking of the letter to the media led to widespread moral panic at something that had little basis in fact, and which blew up to the extent that teaching of the 5 values are now compulsory in all schools
• The ‘Surveilance’ Argument: While white supremacism is mentioned in the Prevent strategy, it may be a thinly-veiled attempt at hiding the fact that this strategy is directly designed to increase surveilance on Muslim students and pressure them into assimilating.
• The ‘Libertarian’ Argument: The idea that there should be a list of government-mandated national values possibly flies in the face of liberalism, freedom of thought and freedom of speech . Forcing people to hold certain values is profoundly undemocratic.

Final Thoughts

The 5 fundamental British values are a controversial set of values. The controversy is linked as much to the reason behind their development (fear os Islamic extremism) as it is of their substance. The values themselves appear to represent the small-l liberalism that modern Britain, and indeed modern Europe, is founded upon. Nonetheless, there are some tensions within the framework. For example, does insisting that people hold certain values contravene their rights to freedom of thought and expression?

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Number Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Word Games for Kids (Free and Easy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 25 Outdoor Games for Kids
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 50 Incentives to Give to Students

1 thought on “The 5 British Values – Explained for Students”

I have become familiar with the values

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

How can this resource help?

This set of three classroom PowerPoint lessons on F undamental British Values aims to help schools promote the values and build resilience to extremism in an age-appropriate way for key stage one pupils .   Each PowerPoint slide consists of one lesson, with fun interactive games.

These resources have been developed by  Barking and Dagenham council’s Prevent team and have been tested in schools within the borough.

A note about our third-party resources 

Third-party resources are those not created directly by the Educate Against Hate team, or by the Department for Education. All third-party resources hosted on Educate Against Hate have undergone a quality-assurance process, a due diligence assessment and content review before being added to the site, so you can have confidence that you’re using trusted, accurate, high-quality content.  

You should use any resources on this website at your own discretion. When selecting resources and materials to use, schools may find it helpful to review guidance produced by the Department for Education on using external agencies .  

The first lesson includes activities to support students to describe democracy and the rule of law.

The second lesson focuses on understanding tolerance and respect through classroom games.

The third lesson introduces young children to the concept of individual liberty in child-friendly language.

We are not responsible for external content linked on this site. For full details see here . For any questions or comments about the website or any of its content, please contact us . You can also read our Privacy Policy , Terms and Conditions and Accessibility Statement.

© 2024 educate.against.hate

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

British Values

Subject: Citizenship

Age range: 14-16

Resource type: Lesson (complete)

Last updated

14 March 2024

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

2 x Lessons on British Values and Homophobia LGBT . 25+ Slide PPT and 2 Handouts for a 2hr PSHE/RSE/Citizenship lesson.

This lesson material is designed to be used for two teaching periods and includes; activities, challenging and thoughtful questions, student hand-outs (for use during lesson or as a homework), embedded URL links (where appropriate), differentiated tasks, support websites for extra help and, all relevant information to help students learn about issues relating to the topic.

** Lesson objectives ** Secure: To define and give examples of discrimination and homophobia in the UK Extended: To understand what British Values are and how they can be used to challenge homophobia Advanced: To be able to identify and challenge homophobic behaviour using British Values

Resource Contents: 1 x Differentiated 2 Hour+ 25 slide PPT 2 x Student Worksheets

Creative Commons "NoDerivatives"

Get this resource as part of a bundle and save up to 67%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Middle School PSHE Curriculum

**WHAT WILL YOU GET?** 1 Digital download - Full set of PSHE, Citizenship and Careers curriculum of resources Suitable for middle schools where your intake is up to year 8 - Included is (Year 7 and Year 8) (Although you can go one year lower if needed and spread year 7 provision into year 6) (Please take a moment to check out all our amazing Google Reviews.) **CONTENTS OF CRE8TIVE PSHE CURRICULUM INCLUDE:** ✰ 40 PSHE (Editable Careers, Citizenship, Statutory RSE, Statutory Health, British Values) PowerPoint Lessons for Year 7) ✰ 40 PSHE (Editable Careers, Citizenship, Statutory RSE, Statutory Health, British Values) PowerPoint Lessons for Year 8) ✰12 Homework Projects – Covering many aspect needed for Outstanding PSHE provision ✰ 12 PSHE End of Unit Quizzes ✰ 12 PSHE Student Work Books ✰ PSHE tracking, assessment and Monitoring App (up to 2,000 students) ✰ 1 x WHOLE SCHOOL PSHE AUDIT TRACKER ✰ 1 x EXCEL Document Mapping all lessons against PSHE Association, DFE Guidance on Statutory Health and RSE ✰ 2 x Graduation portfolios for Years 7-8 ✰ Reward Postcards & Reward Certificates ✰ Set of Loyalty Reward Cards for Students ✰ Curriculum Mapping documents ✰ Health & Wellbeing Posters ✰ 5 x Graffiti Learning Journals ✰ 1 x PPT CPD session on Project Based Learning ✰ Lots of card sorts that support the lessons **MINDFULNESS ACTIVITIES THAT UNDERPIN THIS CURRICULUM** ✰ Set of Entrance and Exit tickets ✰ 2 x Escape Room Activities ✰ Over 20 Different Short Mindful activities and thoughts **RUNNING a Middle school PSHE DEPARTMENT SUPPORT** ✰ Curriculum Learning Journey map ✰ Curriculum Overview Sheets ✰ Monitoring Reports ✰ Raffle Tickets ✰ Behaviour for Learning Warning Cards ✰....much much more T&L ideas and a bonus folder of extra lessons and resources **BENEFITS OF THIS MIDDLE SCHOOL PACKAGE ** Thousands of hours of someone else’s expertise and time A curriculum that is fresh, new & engaging and pushes the boundaries of what PSHE can be and designed by Teachers for Teachers A digital Assessment and progress App that no other PSHE provider has Colourful, engaging and high quality PowerPoints and Workbooks and Card sorts 100% Editable and customisable to your school Differentiation is built into it by tasks and outcomes Spiral thematic approach that is easy to understand Fully mapped against the latest DfE and PSHE Association Guidance Can be taught with no printing at all – Pick and chose activities in each lesson that don’t require printing. Easily use exercise books instead of Work Books – A range of options to conduct assessment (Assessments designed with our own Precious gemstone ratings (Amber, Sapphire, Emerald, Ruby, Diamond) Most importantly our PSHE resources are being used up and down the country by hundreds of highly reputable schools! Upgrade your PSHE curriculum provision to the newest and most exciting PSHE curriculum available all designed after the RSE and Health Reforms

British Values - PSHE + Citizenship

British Values Bundle of Lessons - PSHE + Citizenship - 6 fully resourced educational lesson packs focusing on British Values what they are and what it means today in practice - from the cybersphere to social media websites, to wider society. ✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰✰ All lesson packs are complete with a detailed PowerPoint explaining each topic with url video links & questions and clear learning objectives. Everything is fully editable so you can adapt the content to suit your students in your school. **Contents of this British Values lesson bundle:** * British Values - Democracy Explored * British Values -Rule of Law Explored * British Values - Individual liberty * British Values - Mutual Respect and Tolerance Explored * Multiculturalism and Diversity in Britain * Exploring British Values - Review Quiz * **Each Lesson Pack Contains:** 1 Fully Editable Careers PowerPoint (Learning Outcomes, Confidence Checkers, Assessment of Learning, Variety of Tasks, Video Embedded URL Clips, Engaging Premium Quality Slides, Extra Support Websites, Challenging & Thoughtful Questioning) Assessment Opportunity (Confidence Checker) The lesson includes a detailed PowerPoint, variety of student facing tasks and comprehension tasks These resources have been designed to be engaging, informative and pick up and teach. **Detailed breakdown of the lesson aims for this unit are:** To understand what democracy is, to understand alternatives to democracy, to understand my rights in a democratic society To understand how laws are made in UK, to know what happens in the Houses of Parliament, to be able to explain the government's responsibility when creating new laws To understand what is meant by individual liberty, to know what it looks like in everyday life, to know how to advocate for individual liberty To understand the definition of mutual respect and tolerance, to know what it looks like in everyday life, to know how to uphold this value in my personal and public life **Key Words covered in this unit** Fairness, Citizenship, Voter, Constitutional Monarchy, Absolute Power Bill, Houses of Parliament, Constitutional Monarchy, Impartial, Bias, Judiciary, Primary & Secondary Legislation Fairness, Freedom, Citizenship, Rights Diversity, Multiculturalism **Why not check out some of our latest Careers super bundles below:** [Employability Skills + Enterprise ](https://www.tes.com/teaching-resource/resource-12767543) [Careers + Employment Sectors](https://www.tes.com/teaching-resource/resource-12767547) [Careers Across the Curriculum ](https://www.tes.com/teaching-resource/resource-12767552) [Careers Aspirations + Employment](https://www.tes.com/teaching-resource/resource-12767559) [Careers + Personal Development](https://www.tes.com/teaching-resource/resource-12767576) [Revision, Exams + Preparation for the Workforce](https://www.tes.com/teaching-resource/resource-12767570) [Careers, Employment + Life Goals ](https://www.tes.com/teaching-resource/resource-12767774) **Why not check out some of our latest PSHE super bundles below:** [Personal Finance as a young adult](https://www.tes.com/teaching-resource/resource-12767773) [Online Safety + Staying Safe](https://www.tes.com/teaching-resource/resource-12767785) [Y12 Survival Kit - Personal Safety ](https://www.tes.com/teaching-resource/resource-12767783) [Y11 Survival Kit - Revision + Exam Stress ](https://www.tes.com/teaching-resource/y11-survival-kit-revision-and-exam-stress-12410378) [British Values Explored Bundle](https://www.tes.com/teaching-resource/resource-12767791) [PSHE - Debating Topical Issues ](https://www.tes.com/teaching-resource/resource-12767789) [Society, Body Image + Peer Pressure ](https://www.tes.com/teaching-resource/resource-12767794) [Finance Risk + Online Safety ](https://www.tes.com/teaching-resource/resource-12767796)

Rights Responsibilities and British Values Projects

Rights Responsibilities and British Values Projects. This bundle contains three fully resourced projects. - Fake News Project - Building Parliament - Prisons for the Future As an Extra Free Resource we have included our Teacher Training CPd session on PRoject Based Learning. RSE/C8B/01 Each is a 6-7 Week Project Bundle. Resources, handouts, Lesson material, assessment criteria, support material, feedback and progress sheets, PBL support, certificates and much more..... This will give you all the tools to deliver a successful, educational, fun and most importantly organised and structured project! This project bundle is designed primarily to be used as a 6 Week Homework Project which has regular check in points with the teacher and then presented and assessed at school against a PSHE 2020 Assessment Project skills criteria. It can however be adapted by the teacher easily to be used as a drop down (off timetable) PSHE Day or to be taught over 6 PSHE / Citizenship lessons to a class. **Contents of Identity Project Bundle** * Project walk through PowerPoint for Teachers and Students (Including Extra Teacher notes & assessment Criteria) * Specific student help sheets and templates * Project success student feedback sheets (Matched against a detailed tiered five level project success criteria (Diamond/ Ruby/ Emerald/Sapphire/Amber) * Peer assessment voting tokens (3 types) * Teacher project tracker sheets * Student project planning Brief + project development flowchart * Project based learning reflection Slides * Bonus: Levels based Assessment criteria feedback sheets * CPD - Teacher Top Tips for project based Learning * Project certificate templates (Themed to the project and in two different sizes) * Graduation assessment rewards (Themed to the project and in five styles to match students levels (Diamond/ Ruby/ Emerald/Sapphire/Amber) **Our Philosophy** We aim to help you equip students with the knowledge and skills to take ownership of their own learning. our PSHE 2020 Products come ‘Ready-to-Teach’ with everything you need to teach fun and creative lessons. Our products are teacher-designed, classroom tested & student approved. You may want to get a head start on your PSHE planning by downloading our COMPLETE SECONDARY Curriculum Audit Bundle of Resources here: [SECONDARY PSHE CURRICULUM AUDIT](https://www.tes.com/teaching-resource/pshe-audit-tool-secondary-curriculum-pshe-2020-12143416) Or our COMPLETE PRIMARY Version here: [PRIMARY PSHE CURRICULUM AUDIT ](https://www.tes.com/teaching-resource/2020-pshe-curriculum-audit-tool-primary-12143413) These tools will literally save you days if not weeks of planning.

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

Empty reply does not make any sense for the end user

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Want free resources for Safer Internet Day 2024?  Sign up now!

Demo & Training Business & Organisations Terms & Conditions

Outstanding British Values in Schools: Ideas and Free Display Materials

As a primary teacher, you know how important it is to instill British Values in your students. These values – democracy, the rule of law, individual liberty, and mutual respect and tolerance – are essential for building a strong and inclusive society. One way to promote British Values in your school is by creating a display that highlights them. In this blog post, we'll provide you with ideas and free resources to create a visually appealing and informative display that promotes British Values.

Planning a British Values Display

Planning a display takes time and effort, but the end result is worth it. Involving your students in the planning process can be a great way to promote their engagement and ownership of the display. Here are some tips for planning an effective British Values display:

• Start by deciding on the message you want to convey. This could be a specific value, such as 'democracy', or a more general message about the importance of British Values.
• Consider the location of the display. It should be in a prominent location where it will be seen by everyone who passes by.
• Think about the design and layout of the display. You can use posters, lettering, and other materials to make it visually appealing and engaging.
• Involve your students in the creation of the display. This could be by asking them to contribute their own ideas or by getting them to help with the creation of the display materials.

Free British Values Display Pack

To make it easier for you to create your own British Values display, we've created a range of free resources that you can download and use. These include posters, lettering, and pupil voice speech bubbles.

Are your students ready for the General Election?

With the countdown to the General Election on, now is the time to get your students registered to vote - with this free Voter Registration Day pack!

British Values Display Materials

Here's what's available:

Display Lettering

Make your British Values display pop with our eye-catching red and blue lettering set, spelling out 'British Values' to grab your students' attention.

British Bunting

Our British Values bunting will add a fun and colourful touch to your classroom displays, featuring iconic images of British culture and landmarks that will help your students learn about and appreciate the diversity and traditions of their country.

British Values Posters

A set of five eye-catching posters promoting British Values, with each poster featuring a different value and a positive message to encourage students to embrace these values.

Map of Britain

Create a striking focal point for your British Values display with our map of the UK made up of words that encapsulate everything we love about our great country.

Get the Display Pack

Fill in this form to download all of the above British Values Resources

British Values Assembly

Why not download our British Values assembly too?

Please fill in this form to access your British Values Assembly

Looking for more?

• Download our free PSHE display
• Continue reading with our Complete Guide to British Values in Education
• Explore our Teacher Toolkit Series , where we delve into a range of tricky topics and how you can teach them
• See how to embed British Values into the curriculum and try out British values assembly
• Try one of our award-winning lessons for use in your school, covering SMSC, British Values & Prevent

Reference Library

Collections

• See what's new
• All Resources
• Student Resources
• Assessment Resources
• Teaching Resources
• CPD Courses
• Livestreams

Study notes, videos, interactive activities and more!

Politics news, insights and enrichment

Currated collections of free resources

Browse resources by topic

• All Politics Resources

Resource Selections

Currated lists of resources

Poster / Student Handout

Politics and British Values Classroom Posters

Last updated 6 Mar 2023

• Share on Facebook
• Share on Twitter
• Share by Email

Here is a free classroom poster set / student handout which explores key features of the relationship between Politics and British Values.

The posters are in PDF format, so they will print superbly on whatever paper size or format you select. They are also ideal as an A4 handout for all your Politics students!

Download Politics and British Values | Classroom Posters / Student Handout

You might also like

Key debates in uk politics classroom poster, key debates in uk government classroom posters, feminism key thinkers classroom posters, nationalism key thinkers classroom posters, our subjects.

• › Criminology
• › Economics
• › Geography
• › Health & Social Care
• › Psychology
• › Sociology
• › Teaching & learning resources
• › Student revision workshops
• › Online student courses
• › CPD for teachers
• › Livestreams
• › Teaching jobs

Boston House, 214 High Street, Boston Spa, West Yorkshire, LS23 6AD Tel: 01937 848885

• › Contact us
• › Terms of use
• › Privacy & cookies

© 2002-2024 Tutor2u Limited. Company Reg no: 04489574. VAT reg no 816865400.

Learn more about Leigh Academies Trust

• Trust Website
• Careers at LAT
• Careers Education

• Internet Safety
• Safeguarding

Fundamental British Values in our Curriculum

The school is required to develop and deepen pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance.

• Safeguarding – to keep students safe from radicalisation and extremism
• Social Development (SMSC) – skills and attitudes that will allow students to participate fully in and contribute positively to life in modern Britain.
• Ofsted Inspection Framework – personal development. Schools with ‘important weaknesses in the provision for pupils’ SMSC development’ are graded as inadequate.

We think we embed an understanding of FBV, but need to know precisely when and where across the curriculum to determine if this is true.

How the criteria of Fundamental British Values may be fulfilled

• Persuasive Writing – Tolerance and consideration of different viewpoints
• Reference to prejudice, discrimination, bullying or cyber bullying either now or throughout History.
• Learning about other cultures and people from other cultures e.g. artists and musicians
• Topics relating to friendships or relationships.
• Learning about similarity or differences between cultures.
• Undertaking research to understand other people’s viewpoints on a subject.
• Debates in clubs or lessons.
• Rules in the subject which relate to safety e.g. wearing goggles, safe internet use or the playing of a sport or game etc.
• Learning related to crime or criminality e.g. a particular topic or reference to, copyright or plagiarism when essay writing
• Learning about rules or laws in other countries
• Votes for any role or decision making within the subject area.
• Looking at data from polls or elections
• Learning related to the government in the UK or abroad.
• Learning related to the rights people have.
• References to the UNCRC as part of education on Children’s Rights

Fundamental British Values are covered across the school curriculum. They are covered in Life Skills and Tutorial Times in the following areas as well as when these topics arise within other units of work.

• The Rule of Law
• Individual Liberty
• Respect and Tolerance
• Year 8 Term 2 Systems of Government
• Year 11 Term 4 – Unit on Religion & Politics
• Year 8 Term 1 Tutorials on the Government and Making of Laws
• Decision making in Life Skills is often based on a vote
• Year 8 Term 1 Moral Codes
• Year 9 Term 4 – The law on the use of illegal substances in the UK
• Year 9 Term 6 – Unit on religion, crime and the law.
• Year 9 Term 4 – Tutorials on court systems in the UK and fair trial
• Tutorials across all year groups focus on the law around a number of topics e.g. gambling, online behaviours, sexual relationships, drugs and alcohol
• Year 8 Term 5 and Year 11 Term 3 Extremism
• Year 9 Term 3 Radicalisation
• Where equipment is used e.g. drunk goggles, clear rules relating to safety are given
• Year 7 Term 4 Children’s Rights
• Year 8 Term 4 Active Citizenship
• Year 9 Term 5 – Rights
• Year 11 Term 4 Lesson on social justice and human rights
• Year 9 Term 1 – Tutorials on human rights
• Year 9 Term 4 – Tutorials on state religion, protest groups and freedom of speech
• Tutorials contain the school’s article of the week from the UNCRC
• Lessons contain relevant articles from the UNCRC
• Teaching of the 6 major world religions, including branches within those faiths. Teaching of other non-religious world views including Humanism and atheism.
• Year 7 Term 5 Chance to read a book and meet with an author from the Islamic faith.
• Year 8 Term 2 Prejudice and discrimination
• Year 8 Term 3 – Multicultural Britain
• Year 10 Term 2 – Prejudice
• Year 7 Term 2 – Tutorials on 6 major world religions and term 4 their differing beliefs around the family.
• Year 8 Term 2 – Tutorials on 6 major world religions and their places of worship.
• Year 9 Term 2 – Tutorials on a number of issues relating to Religion and Identity
• Pupils are encouraged to have a growth mindset and share their views and answers as well as listen respectfully to the opinions of others who may have different views.

Art and Design is not a static subject, set within a specific time or experience, with a set of prescribed facts to acquire. It lives in the human condition and experience and is affected by changes in society. Activities are reviewed and updated constantly to reflect its “Living” qualities.

All Key Stages

• All student opinions listened to and respected.
• Freedom to voice opinions during class feedback sessions. Group sessions.
• Research on the historical, social, political, personal context and how that impacts the Art work produced. Personal expression by responding to Artists (freedom to choose Artists / art work that is inspirational to the individual).
• Exploration of materials to make independent decisions about what media they wish to use. Student autonomy in their personal projects.
• Investigating artwork that challenges and represents issues connected directly with democracy and freedom of speech such as Banksy etc.
• The importance of Health and Safety in the Art room. The importance of routine for clearing materials at the end of a practical lesson. Interactive poster designs to allow students to consider the implications of specific tasks as well as resources on project websites.

Key Stage 3

• At KS3 the projects are based on both practical skills development as well as contextual and critical understanding development. The Year 8 armour project focusses on such themes as; human rights, The impact of war PTSD. Personal expression, learning from artists perspective and opinion for example.

Key Stage 4 & 5

• Students are taught to think morally and to distinguish between right and wrong. This is particularly evident in KS4 and KS5 where students develop their own message / meaning based on a portfolio of research that is both personal and experimental and culminates in a final piece.
• Plagiarism monitoring digitally for GCSE photography students. Students producing evidence based slides within their decks to reference where images have been shot / produced.
• Students are taught the importance of making adequate references to sources within A Level essays to document appropriate research criteria avoiding issues surrounding plagiarism.
• Students throughout each key stage are encouraged to develop independent portfolio projects. Students are encouraged to share their views whilst respecting the views of others, The subject embodies some the highest forms of human creativity.
• Importance of reflection of ideas at all KS and developing into independent decision makers / learners becoming increasingly able to create images as a form of self-expression.
• Choices for outcomes and key developmental points within unit are offered with increasingly independent decision making being undertaken – both for imagery and content as well as media and materials.
• Key Stage 3 projects in each year group revisiting self identity and self expression through partiture specifically as a topic that is continually revisited.
• Importance of independent learning at KS4 and 5.
• This is actively promoted in Art, where we aim to support students in understanding other viewpoints on complex issues that are often topical, cultural and social. Students research how artists from different cultures respond to themes in order to widen their knowledge and understanding on other viewpoints. Students learn about Art history in terms of researching the personal, political, social and historical context of the Artist making work at any given time. For example, Picasso knows how to paint realistically, however he chooses to distort his work to add weight to its meaning and expression.
• Students are able to channel their thoughts and views about artwork, whilst respecting the views of others.
• Group and shared projects working towards a shared outcome regardless of faith and belief systems. (Group transcriptions.) Working in teams to tidy and clear up after practical work. Throughout each KS students are encouraged to share ideas through presentation of designs, feedback, suggestions about areas that could be developed further.
• Throughout each KS students are encouraged to look at artworks and traditions from other cultures. This is an important area of development.
• Learning about similarity or differences between cultures and artists occurs throughout all key stages.
• Discussion and debate surrounding personal viewpoints alongside traditional viewpoints within Art & Design across all key stages.
• KS3 examples Year 7 formal elements consider the impact that dictators have had on society . How artists communicate the feeling of civilian. Picasso’s Guernica. discussions and considerations around Edward Munch scream, the mental health issues associated. Year 8 Graham Sutherland’s Crucifixion, Year 9 investigations into aspects such as Day of the Dead cross compared to other depictions of death and notions of an afterlife etc for example.
• Polls for evaluation feedback on games. Voting for games produced by pupils. Also listening to others feedback respectfully.

Key Stage 5 Project

• Surveys to investigate project. Evaluation surveys to better understand how well we have met user need.

Key Stage 3, 4 & 5

• Safe Internet use- reinforcing guidelines for safe internet use whenever it is being used for research/homework. How to report issues and who they should be reported to.

Key Stage 4 – GCSE 1.6

• Copyright law, Data protection and Computer Misuse Act. Studied at GCSE in terms of the provision of these acts and the possible issues in their application in the real world for both business and individuals.

Key Stage 5 Social Ethical Impacts of Computing – Unit 1.5

• Examining the Legal, social and Moral Impact of Computing
• Digital Divide – how the digital divide means that some disadvantaged people do not have the same cultural capital as others

9.4 Game of Life

• Understanding the real difficulties involved in making adult choices with budgets/jobs etc.

9.5 Big Data

8.1 & 9.1 units.

• Cyberbullying – exploration of this issues. How we leave a digital footprint and hoe we have responsibility to behave respectfully online.
• Environmental Factors – e-waste and the developing world. Exploitation of limited resources from the developing world to feed demand for technology. Dumping of harmful waste in India to avoid strict e-waste laws in Europe.

7.1, 8.1, 9.1

• Tolerance for other’s viewpoints – use of peer review surveys and in discussion, pair work. Valuing each other’s feedback. Feeding back respectfully and courteously
• Surveys to investigate project

Key Stage 5 Social Ethical Impacts of Computing Unit 1.5

• In unit on the case of Derek Bentley in 1953. Topic of capital punishment includes representing different points of view and opinions around capital punishment, we also consider where in the world this is still a possible punishment and what for.
• Exploring fables from different cultures includes reflecting on morals of stories told in the past and this includes the qualities of generosity, forgiveness and personal responsibility and diligence.
• Reference to Polytheism in unit on origins of Greek Theatre. This is linked back to their life skills tutorials on the different major religions.
• Groups decide on roles within a group with respect to manufacturing a number of products
• Using data from polls in examinations
• Voting for subject prefects

Students are able to voice opinions about their dishes when giving feedback. Students can also put themselves forward for roles within the Food department- for example- taking part in the house cooking competition/ being lead chef.

• The use of PPE during practical activities that have safety regulations
• Guarding on machinery that stipulates that requirement by law
• Safety and legislation; patents, copywrites, trade marks
• National and international standards in product design

Key Stage 5

• CLEAPS guidance on all practical tasks with tools / equipment required
• LEV extraction on machines that are creating small particles to be airborne
• PAT testing on all electrical items

Students are taught and explained why there are certain rules within the food room and know to abide by them in order to keep safe. Students are encouraged to be responsible for their actions.

• Individual choices in the preference of products upon their own deductions. Often discussed in a group format.
• Freedom to have an individual choice in design outcomes.
• Inclusive design; products with disabilities catered for.
• Freedom to chose problems to be solved.

Students know that this is a safe space, and that the freedom to make choices is for their benefit. I aim to empower students, encouraging them to be responsible and to enjoy the subject. There are a range of further challenges within the subject as well as numerous opportunities throughout the school year which will seek to make a positive impact on students.

• Target markets are decided and focussed on during project work.
• Designers from various back groups are researched with key features being used in design proposals.
• Design movements originating from different cultures are researched with key features being used in design proposals.
• Client interviews to understand other people’s viewpoints on a subject, leading to focussed research.

Key Stage 4

• Cultural design; ensuring that different cultures aren’t offended by design proposals.

Encouraging children to celebrate multicultural settings by having lessons where the focus is on different cuisines and cultures, allowing students to share their heritage with the rest of the group. Students are aware that there will be no tolerance or unfairness of discrimination based on someone’s faith, culture or beliefs.

• Govt role as an economic agent.

Year 10 & 13

• CMA – prevention of unfair competition in markets.

Year 11 & 12

• Learning related to govt fiscal policy and the govt influence on the economy.
• Crime as a consequence of high level of unemployment.
• Corruption as a limit to growth and development.
• Year 11 + 12 Crime as a consequence of high level of unemployment.
• Year 12 – Deregulation as a supply-side policy.
• Year 13 – Protectionism in relation to international trade.
• Year 13 – Lack of regulations as part of development economics and deregulation as a supply-side policy.in other countries.
• Year 13 – Labour market regulations.
• Year 13 – Global Institutions such as the IMF, World Bank, WTO
• Costs and benefits of economic choices
• Freedom to be educated – inequalities and choices
• Consideration of different types of economies: free market and planned
• Consideration of different economies: free market and planned.

Listen to each others points of view when answering questions in class – whether income inequality is fair, is a good example of this.

• The impact of unemployment on family relationships.

Year 11 & 13

• Discrimination as a reason for income inequalities
• Consideration of different economic thinkers.
• Religious beliefs, and cultural differences being a cause/limit to economic growth and development in some developing countries. (prevalence of forced marriage/lack of contraception)
• The Role of Law
• Rhetoric – political speeches and the use of language to manipulate
• Legends in Literature in Y7 – understanding power and where power comes from (in heroes)
• Dystopia – discussing government control
• Romanticism – Blake being anti-establishment
• Power & Conflict poetry – Ozymandias and tyrannical rule, London and criticism of establishment, Checking Out Me History and Eurocentric education, Storm on the Island and the Troubles
• Macbeth – rulers/treason/kingship/governing
• Supernatural – criticism of governing bodies in post civil war USA and Victorian Britain
• Debating tasks encourage democratic discussion
• Term 3: Great Speeches unit explores speeches from MLK, Obama, Mandela and Thunberg. They engage with topics that encompass the rights of citizens whilst challenging power structures.
• Term 2: Chivalry – students learn about the chivalric code which provided a foundation for the rule of law.
• Term 1: Gothic unit – engages with the psychology that humans have the capacity to act badly whilst reinforces the idea that morals guide our actions and the law is there to punish if we step outside of it.
• Term 4: Civil obedience is explored through Romeo and Juliet – checks and balances are seen through the Prince’s characters as he moderates the powerful families’ actions.
• Terms 3 and 4: Dystopia – responsibility we engage with the idea of the value of democracy through texts that have dictatorships and totalitarian governments.
• Term 1: In Frankenstein, similar to dystopia, students engage with ideas on morals and social conscience. Additionally, the trial of Justine in comparison to Victor’s explores the idea of class and bias in relation to judicial law.
• The Art of Rhetoric unit focuses speeches dealings with human rights issues e.g. MLK, Obama, Greta
• Speech reading and writing develops their rhetoric and gives them the tools to express themselves honestly and fully.
• The poetry unit builds an appreciation of poetry as a significant form of expression. It exposes students to issues that have impeded on human rights before and the backlash against that (war including conscription and manipulative propaganda, cultural poems expressing individual values and rights).
• Gothic literature of the Victorian period teaches students about the social constraints of the past and helps them to appreciate the liberty they have today.
• Dystopias deal with societies fraught with totalitarian constraints. Students explore what life would be like living in a world with less freedom, and fewer rights, and analyse the impact it has on the characters and how it creates unease in the reader. Through these analytical and discussion activities, students formulate their own appreciation of the rights they have and the importance of maintaining liberty.
• A focus on modern texts like Wonder and A Curious Case of the Dog in the Nighttime helps to build an inclusive ethos for individuals expressing themselves as they truly are. This creates discussions around current social issues and perceptions of others.
• Similarly to the Gothic study and the Dystopian unit, in studying Romanticism, the Victorian period teaches students about the social constraints of the past and helps them to appreciate the liberty they have today.
• Frankenstein- a recap of Gothic conventions and reviewing past social constraints, this text allows students to appreciate the possible repercussions of individual liberty in the form of punishment for the main character.
• Macbeth- by reflecting upon a Victorian text, context teaches students to look at the restrictions that existed, such as that on the lower classes or on women, and students are able to make comparisons to the modern era in which many of these constraints no longer exist.
• Poetry- by being able to explore further examples of poetry linked to war and conflict, students are able to reflect upon powerful thoughts and feelings evoked by restrictions to individual liberty. Namely, poems like The Emigree, Kamikaze and Checking Out Me History stand out in this regard.
• In addition, students study Never Let Me Go, a dystopian text which considers moral and ethical implications of using clones to increase the life-span of people who can afford to harvest them. In discussing this text, students again appreciate their own liberties and should notice the links between this text and previous Year 9 Dystopian study around similar themes: the need for individuality, individual liberty and the need to protect their rights in order to maintain their freedom.
• As with our Year 9 and 11 study of Dystopian texts, this year includes the study of more mature dystopian content (The Handmaid’s Tale). Contextual information covers eras and countries where individual freedoms are not at the level that we enjoy in the UK in our time. This is linked to dystopian texts to explore the significance of our human rights as they stand, and where they could be improved.
• Poems from different cultures engages with poems written by poets with different faiths.
• Macbeth looks at the Divine Right of Kings and through context students look at the different beliefs of protestant and catholic faiths.
• In the Poetry Anthology there are poems written by poets with different faiths.

Year 7 – Map Skills

• Maps are a way that people can inform themselves about the work of the government.

Year 7 – Weather & Climate

• Common agreements on how weather data is collated – meteorological agencies working together internationally

Year 7 – Climate Change

• International agreements, such as COP 26, Paris, as well as national government policies on carbon emissions.

Year 7 – Sustainability

• International agreements. have the opportunity to explore and consider different opinions and how voices are heard (e.g. study of NGO’s such as Greenpeace and NIMBY issues such as the location of wind farms). The understanding that natural resources are shared between countries and the allocation of them is shared. Sustainable development is a central theme in Geography and is revisited throughout all key stages. Students recognise the importance of a democratic process of decision-making to ensure that all voices are heard

Year 8 – Biomes

• The importance of international agreements and law to protect ecosystems, e.g, COP 26. Students look at global issues such as deforestation. They evaluate measures taken to protect the rainforest, with a high emphasis on the ‘local view’ and not just a ‘global/national view’ on how to resolve issues.

Year 8 – Tectonics

• Have opportunities to experience the importance of decision making (e.g. Montserrat decision-making)

Year 8 – Russia

• Understand the different political systems in modern Europe

Year 9 – Development

• Development aid? have the opportunity to explore and discuss injustices and inequalities (perceived or real) and challenge and debate these through the exploration of geographical topics (e.g. development history & colonialism)

Year 9 – The Economy

• The role of democracy in the shaping of an economy. Are societies free to shape their own economy? Is political corruption an issue in global development?

Year 9 – Rivers

• The role of political organisation in the provision of flood management resources.

Year 10 – Physical Geography

• Students have the opportunity to explore and consider different opinions and how voices are heard

Year 11 – Urban Issues & Challenges

• Students consider what the opportunities and challenges are within some urban areas (e.g. cities within countries of different levels of development)

Year 12 – Regenerating Places

• Levels of Engagement can be measured by National Election Turnout and Local Election turnout. Engagement in society can also be measured by participation (number attending and support for) community groups, and also the development of such groups in a society. Participation is seen to vary according to age, ethnicity, length of residence, levels of deprivation and gender. Successful regeneration and successful communities rely on high levels of community engagement.

Year 13 – Migration

• Opportunity to learn about injustices and inequalities in countries and how this has led to conflict (both historical and up to present day). Studying of the British Empire and how it was founded, the building of colonies, and how the Commonwealth retains a sense of unity.

Year 13 – Superpowers

• Superpowers are looked at in terms of their mechanisms of power. This varies. Students look at historical superpowers such as the British Empire and colonialism, where colonies were seen as subordinate to the main power and without democracy. Cold War superpowers contrast the power struggle for capitalism versus communism.
• The demarcation of legal boundaries on maps
• Explore and evaluate the outcomes of meetings of governments and policy makers (e.g. Climate Change Conferences)
• Reducing desertification – understanding areas are designated national parks in order for protection of them
• The importance of law in hazardous situations, such as post-natural disasters
• Appreciation of living in a society with a clear rule of law.
• Have opportunities to explore and understand how governments have influenced and shaped nations through law (including the study of population policies)
• Explore the ways in which policy making at a local and global scale can influence both the physical and human landscape (e.g. the National Parks Act – 1949; legally binding commitments of the Kyoto protocol etc; EU law – e.g. Common Agricultural policy)
• Flood management – different agreements used to protect areas at risk of flooding
• Students explore the ways in which policy making at a local and global scale can influence both the physical and human landscapes. Students also explore and evaluate the outcomes of meetings of national government and how this filters to local governments and policy makers.

Year 12 – Globalisation

• Discussing issues surrounding globalisation and the legislation that has derived as a result of this. Discussions surrounding anti-globalisation and newly established laws with increasing barriers between countries/nations.
• Planning law determines how regeneration can take place. Students are made aware of how this process works including the role of Central Government in making/passing planning law, and the role of local government in applying it in the local context, together with the role of democracy in elected councillors voting on planning decisions in the local area. The necessity of law to provide opportunities for public consultation and revisions, together with the need for environmental impact assessments and other legal requirements. Students also look at secondary data regarding crime and investigate data relating to their own local place, and several contrasting places.
• Understanding of the laws and legislation that encourage and prohibit the movement of people. Exploration and evaluating the outcomes of meetings of governments and international organisations and policy makers. Consideration to the geopolitical issues that have dissected communities and caused conflict, and how international organisations attempt to combat such issues through adoption of international laws. Geography encourages students to investigate countries from around the world and helps our students to empathize with people from different countries and people with different cultures around the world. For instance, the importance of human rights and laws and the legislation that is established to help people around the world. Studying of The UN, it inception, its structure and the legislation that has been developed over time to protect people and communities worldwide.
• The law is seen under different scales for superpowers – for example the Law of individual countries, together with the Law for Umbrella organisations such as the United Nations – and their role and powers.Law is also covered under trade agreements and issues such as patents and copyright. The importance of diplomacy is covered, including the various mechanisms of Hard and Soft power to influence decisions and avoid war.
• Exploring using maps
• Is weather and climate data open and accessible to all?
• Have an opportunity to explore issues surrounding human rights (e.g. migration, refugee crisis, fairtrade etc.)
• Have an opportunity to explore issues individual responsibilities and duties with regards to global sustainability. Students participate in fieldwork in Geography, in which they investigate their environment. In Year 7, students visit their local community and consider links to areas of sustainability.
• Have an opportunity to explore issues individual responsibilities and duties. Students participate in fieldwork in Geography, in which they investigate their environment. In Year 8, students visit Kew Gardens to investigate different biomes and their adaptations to their unique conditions.
• Explore issues relating to aid and helping others affected by natural disasters
• Appreciation of living in a democratic society
• Rural to urban migration – reasons as to why people move to rural areas to urban areas.
• Are global citizens free to be part of a liberal economy, e.g. UK; or are they governed directly through state control, e.g. China?
• Understand the importance of identifying and combating discrimination including tackling stereotypes, for example, LICs and HICs
• Students’ understanding and appreciation of the wide range of cultural influences that have shaped their own heritage are studied in a variety of topics related to the UK, e.g. settlement and migration.
• Views and conflicts underpin the regeneration of areas, and respect for all groups of people are incorporated into successful schemes, especially through public participation.
• Students are able to explore issues surrounding human rights.
• International Law and liberties underpin alliances to which superpowers belong

Year 7 – What is Geography?

• Understanding different societies is at the core of human geography.
• Understanding that different areas have different weather forecasts and the social, economic and environmental impacts this has.
• Students consider the impacts of Climate Change on different locations, i.e coastal areas and the impact that this may have on them.
• Students consider the impacts of tourism on certain communities and the ways to reduce this – sustainable tourism. Especially with Feynan and its ecolodge.
• Students are aware of the different communities and their adaptation to certain environments, e.g. hot deserts like the Thar.
• Understanding of different communities impacts resulting in tectonic activity, e.g. being able to understand the difference of impacts between a HIC and LIC with an earthquake (New Zealand and Haiti case studies).

Year 9 – Russia

• Appreciation of living in a society with greater tolerance for others, e.g. LGBTQ+.
• Understanding that different countries have different levels of development and this may have an effect on different communities. Diversity is celebrated in Geography. The importance of tolerance is promoted throughout the Key Stages, with students frequently being asked to see issues from different perspectives to help guide their judgements. For instance, the ‘development’ unit and the importance of providing a tolerant and accepting environment to ensure that conflict does not take place.
• Are economies open and accessible to all, or are some minorities excluded from economic opportunities and development on the basis of their different faith or belief?

Year 11 – Urban Issues

• Students consider the diversity of urban areas and how planners carefully consider the involvement of communities within these areas. A fundamental concept which is revisited in Geography is the importance of public institutions and the decisions that are made regarding them. The importance of politics and the impacts on public services are discussed throughout a number of topics. For example, in Year 11, students develop an understanding of the role of population change in the UK. (Changing Economic World). They investigate the importance of migration and an ageing population in understanding the changing needs for services in the UK. Consideration given to the north – south divide and the recent policy with regards to ‘levelling up’, and how to reduce such disparity. Students are also exposed to the importance of migration in this country and understand the advantages that migration brings.
• Globalisation enables students to understand the differences between people across the world. Sharing of information, ideas, and cultures.
• Regeneration is studied in the context of the need for regeneration and the problems experienced by segregation, especially that which might be created by different faiths etc. A case study of Detroit in USA and the problems of de-industrialisation and ‘White flight’ from inner city areas and increasing concentrations of poor black people replacing them is covered. Successful regeneration is seen as that which addresses these sorts of issues and involves making all people feel members of society. Fieldwork allows pupils to investigate firsthand, and by looking at secondary data about places they are familiar with and contrasting with those areas they are less familiar with.
• Develop an understanding and respect of different cultures, and how governments and policy makers attempt to assimilate society. Respecting and and understanding diversity of life in other countries. How nationalism is reinforced through education, sport and culture and political parties.
• Commons goals often create mutual respect. The issues such as climate change require countries to understand different perspectives on development and historic levels of pollution in order to create a pathway whereby countries are prepared to sign up to challenging environmental targets.
• Term 2 Feudal System, origins of Parliament (Witan)
• Term 4 Medieval Queens and limitations of hereditary monarchy
• Term 1 The English Civil War – rise of Parliament
• Term 2 The French Revolution – Declaration of Rights of Man
• Term 3 The British Empire – Parliament’s role in abolition of slavery
• Term 4 The Civil Rights Movement – enfranchisement
• Term 5 The Victorians – Chartists, enfranchisement, Suffragettes.
• Term 2 The Rise of Hitler – differences between democracy and dictatorship
• Term 4 Post-War Britain – changing political attitudes, laws for sexual equality, EU referendum
• Term 6 – Russia, Analysis of Autocracy in Russia and implementation of democracy following 1905 revolution.
• Term 2 Cold War – Communism a capitalism as competing systems
• Term 4 – Cold War, Hungary 1956 & Prague Spring 1968, democratic reform of communist systems.
• Term 3 Edward I, establishment of Parliament.
• Term 3 Edward I, extent and limitations of royal power.
• Term 1 Establishing Democratic Government, Post-WW1 Nature of the Constitution
• Term 4 Democracy reestablished – the FRG
• Term 1 Problems of the Liberal Government
• Term 3 Crime and Punishment in the Middle Ages
• Term 5 Peasants’ Revolt – protest and political rights
• Term 1 The English Civil War – Cromwell and war crimes in Ireland
• Term 2 The French Revolution- protest and political rights
• Term 3 The British Empire – the slave trade
• Term 4 The Civil Rights Movement – segregation and protest and political rights
• Term 5 The Victorians – Suffragettes, Crime and Punishment.
• Term 1 The First World War – conscription and conscientious objectors
• Term 2 The Rise of Hitler – consolidation of power
• Term 2 Life in Nazi Germany – erosion of civil liberties
• Term 3 The Holocaust
• Term 4 Post-War Britain – protest movements and political change
• Term 6 Tsarist Russia – opposition political groups and revolution
• Term 1 – Russia, political purges, discrimination against nation minorities, and victimisation of ‘kulak’ peasants in Soviet Union.
• Term 2 Cold War – Communism and capitalism as competing systems
• Term 3 – Edward I, development of legal systems, protections e.g. Statute of Westminster.
• Term 2 Democracy to Dictatorship Control and coercion in Nazi Germany
• Term 4 Individual Human Rights in the FRG
• Term 3 Repression and terror in Fascist Italy.
• Term 1 – British Experience of War, First World War restrictions of civil liberties during war time including control of the press.
• Term 1 Early migration to Britain and beginnings of a multicultural society
• Term 3 Expulsion of the Jews Assessment – examines causes of anti-Semitic persecution
• Term 5 The Crusades and Achievements of the Islamic world
• Term 6 The Reformation – Catholicism and Protestantism.
• Term 1 The English Civil War – Catholics, Protestants and Puritans
• Term 3 The British Empire – impact of empire on colonisers and colonised and understanding contribution of migration to multicultural society.
• Term 4 The Civil Rights Movement – challenging prejudice and discrimination.
• Term 5 The Victorians – Treatment of the poor, disabled people, homosexuals, conflict between religious and scientific ideas.
• Term 1 The First World War – contribution of soldiers of empire
• Term 2 The Rise of Hitler/Life in Nazi Germany – consolidation of power, treatment of minorities
• Term 4 Post-War Britain – LGBT+ rights, Women’s Liberation Movement, Civil Rights for Catholics in Northern Ireland, Britain’s relationship with Europe
• Term 1 – Russia, discrimination against nation minorities and victimisation of ‘kulak’ peasants in Soviet Union. Use of propaganda.
• Term 1 – Migration, intolerance as a cause of migration for Huguenots and eastern European Jews.
• Term 1 – Migration, discrimination against Irish migrants to Britain (19thC.).
• Term 2 – Migration, discrimination faced by Windrush migrants from 1950s to 1980s.
• Term 4 – Edward I, discrimination against and ejection of Jewish minority in England.
• Term 3 Treatment of Ethnic Minorities in Nazi Germany. The Final Solution.
• Term 4 Denazification post WW2
• Term 5 Foreign policy objectives of Hitler
• Term 3 Anti Semitic policies
• Term 4 Foreign policy objectives of Mussolini Attitudes of the Vatican

Year 8 Latin

• Stage 11 of the Cambridge Latin Course is focussed on local elections in Pompeii – students create their own campaign posters for a Roman election.

Year 10 Latin

• As part of their Roman Civilisation module, students study politics in the Roman world, with particular focus on local elections, including campaigning and the duties of key elected officials.

Year 12 Classics

• Greek Theatre is inherently linked to Athenian Democracy – students learn about the role of the arts in holding corrupt politicians to account.

Year 13 Classics

• The expression of democratic values as shown through the Panathenaia, where all sections of democratic polis are represented and free to engage in a communal religious festival.

Year 7 Latin

• Stage 4 of the Cambridge Latin Course deals with law – students translate and act out a short scene set within the basilica – the Roman law-court.
• The key Roman values that Augustus sought to promote – pietas, virtus, clementia, iustitia – are discussed throughout Virgil’s Aeneid, along with the role of Literature as propaganda.
• Stage 6 of the Cambridge Latin Course deals with the nature of slavery in the Roman world, including the roles of slaves in Roman society, how a slave might be freed, and Roman views on slavery.
• Stages 13-16 of the Cambridge Latin Course deal with the Roman invasion of Britain, and students look at the extent to which a Roman lifestyle was forced upon the native Britons.
• As part of their Roman Civilisation module, students visit the topic of Slavery in more detail, and also look at the increased political rights of freedmen, as well as the duties of a Roman patronus towards his clientes.
• How Greek religion allows all its followers to make personal decisions regarding their own engagement with the different deities, through personal votive offerings and sacrifices.
• Stages 1 and 2 of the Cambridge Latin Course introduce students to the Roman house and daily routine, including the significance of the lararium – the shrine to the household gods which was considered an integral part of every home.
• Stage 19 introduces students to religion in Roman Egypt, showing how the Romans embraced and adopted the religion of conquered countries through their reverence for the Goddess Isis.

Year 9 Latin

• Stages 21-23 of the Cambridge Latin Course are set in Bath, and look at the Roman habit of creating “hybrid” gods with the native deities of countries they invaded, such as Sulis Minerva.

Year 11 Latin

• The current topic for the Latin Literature module is Superstition and Magic. This includes Roman beliefs about death and burial practices, means of predicting the future, and ways of interacting with their gods. Students compare this to their understanding of modern beliefs and superstitions.
• Homer’s Odyssey provides students with their first introduction to the Greek Gods – they compare these very “human,” often petty gods to their more modern understanding of deities.
• The understanding between Greek cities that they are to propose a truce despite political differences in order to engage in religious festivals and other Panhellenic activities.

Year 12 Statistics

• Hypothesis testing is used to test the results of an election and if the public opinion of a politician has changed.

Every Lesson

• High standards of the pupils in terms of their behaviour and conduct. Any disruptive behaviour or failure to produce homework is followed up with a consequence.

Year 10 – Unit 11

• Speed = Distance/Time is included and discussion will include the importance of keeping to the national speed limits.
• Respect for others views and opinions. Students are free to give their answers to the Mathematics questions or share their views and ideas with others.
• Compound interest and VAT are discussed here and staff remind pupils of the importance of interest rates and looking after their personal finances. For example a larger interest rate on borrowing can get students into financial difficulty.
• Any comments which are heard in the classroom are dealt with in a firm and robust manner. If a student is rude or disrespectful to another pupil or to the teacher, this is taken very seriously and an appropriate punishment is given.

Mathematics Block Displays

• Corridor displays celebrate diversity in Mathematics, highlighting achievements of a wide range of Mathematicians in history from different genders, race or sexual orientations.

Regularly Mentioned

• Mathematics is a universal language understood by people from across the world in different countries and cultures the language of Mathematics transcends all peoples.

Occasionally Mentioned

• Algebra is Arabic in origin along with our number system which has its roots in Arabic.
• All pupils are encouraged to listen to each other and to show respect regardless of differing opinions
• Discussion of how to create an ideal school
• Analysing the value of living in the countryside or town
• Discussion of freedom versus dictatorship
• Gender equality
• Year 9 – human rights, children’s rights
• Year 9 – for or against veganism/ vegetarianism
• GCSE – charity and volunteering
• Year 9 – the environment
• GCSE – the environment
• GCSE – life at school and school rules
• A-Level – cybersociety, bullying, hacking
• A-Level – charity and volunteering
• A-Level – immigration, diversity, multicultural society
• A-Level – Spanish Civil War
• A-Level – French strikes
• French film – La Haine – police brutality, gang violence, racism
• Spanish Novel – Bodas de Sangre – rigid traditional family structures
• Spanish film – Pan’s Labyrinth – dictatorship and post-war Spain, repression
• A-Level – individual research project – dependent on pupil’s choice
• The importance of school rules.
• Immigration laws to assist integration,
• Impact of dictatorship under Franco
• Year 7 – School subjects
• Year 8 – digital technology
• Year 9 – my rights, criminality
• GCSE – technology and cyberbullying
• GCSE – the right to express your culture
• GCSE – poverty and homeless, helping the community
• GCSE – school rules
• A-Level – women’s rights in work
• A-Level – protecting heritage and the effects of tourism
• A-Level – crime and punishment
• French novel – homelessness and friendship
• Spanish film – Pan’s Labyrinth
• Discussion of value of school rules
• Discussion of importance of protecting planet
• Individual response to saving energy and resources
• Discussion about Franco and dictatorship and freedom fighters
• KS3 and 4 – Free time and leisure
• End of Year 7/8- future plans
• Year 7/8 – inviting someone to go out
• Year 8 Module 1 – holidays
• Year 9 – describing yourself – interests, plans, opinions
• Year 9 – world of work and future plans
• Year 9 – healthy living
• GCSE – same sex marriage, whether you want to get married
• GCSE – free time activities
• GCSE – where I live, region, home
• GCSE – healthy and unhealthy living
• GCSE – travel and holidays
• GCSE – school subjects and choices
• GCSE – university or work?
• GCSE – choice of career
• A-Level – family structures
• A-Level Spanish – world of work
• A-Level – French cinema and evolution
• Immigration topic – accepting and respecting others’ faiths and traditions
• Module 2 Year 7 School system comparison, two countries
• Year 7 – Friends and family types
• Year 8 Module 2 – festivals and celebrations
• Year 8 – food culture in Spain
• Year 8 Module 3 – leisure activities in Africa
• Year 8 Spanish – future plans in Spanish-speaking countries
• Year 9 birthday celebrations
• Year 9 – interview with a refugee
• Year 9 – planning a host family stay in Spain
• GCSE – friends and family
• GCSE – technology and social media
• GCSE – customs and traditions
• GCSE – travels and holidays – regions of France and Spain
• A-Level – heritage, tourism and the impact on the environment
• A-Level – music culture
• A-Level – Spanish food and heritage
• All pupils encouraged to share their opinions and listen to each other.
• Students are instructed how to be an audience. They are encouraged to listen to and support each others’ performance work.
• Whole class and group decisions are made in a democratic way either by the appointment of a group leader or by vote.
• All pupils have the opportunity to contribute to Year 7 concert and house music.
• Rock and Roll Music – 12 bar blues
• Film Music – topics which are covered in films.

GCSE & A-Level

• The context of set works.
• Rules for practise rooms.
• Safety rules when using equipment
• “Rules” of harmony and chords
• Rules about age appropriate film music
• Rules from exam boards especially around submission of coursework and plagiarism
• Every pupil is permitted to use practise rooms and has the freedom to choose the style of music.
• However, pupils are taught that choice of music should be appropriate to a school setting.
• Freedom of choice of learning and instrument
• Joining clubs.
• Context of the 12 bar blues and Rock and Roll
• Services in Cathedral at Christmas and Founder’s Day.
• Samba Music – encouraged to reflect on how it fits into a belief system and respect for that system.
• Respect for different cultures
• Pair work – respect for each other
• Context of Set Works

A code of conduct for the school that permeates all subjects, including PE. Pupils are taught about the need for different roles and different responsibilities, including teamwork and decision making. A pupil voice for PE & School Sport (e.g. re curriculum, extracurricular activities, kit).

Pupils are taught about age appropriate rules, fairness and respect, through a variety of PE activities. Pupils learn to work individually and in groups. An established ethos in PE with regard to how to win and lose fairly and understand good sportspersonship. Competition against oneself is encouraged in addition to competition against others.

PE recognises individual differences. Pupils respect individual differences and are confident. There is an ethos where the views of individual pupils are listened to and respected within an acceptable framework. Pupils are taught safely and about safety.

Pupils are taught about historical, cultural and religious differences, through a variety of PE activities. The culture in PE respects cultural differences. Pupils are taught about the environment and different activity contexts. There are appropriate rewards and sanctions in PE for inappropriate behaviour. The school engages in competition and encourages competition within and across the community.

Year 12 & 13

• Students to often vote on what topics they will cover for revision or more complex topics
• Students sometimes vote on method of learning, to take part in flipped learning or not and how to approach some questions/topics
• UK laws pushed in forensics and psychopathology (definitions of abnormality) topics to show what is a standard British value
• Comparison of laws also looked at, as a part of forensics to see differences in UK versus USA laws
• Reference to plagiarism in RM lesson about peer review – focusing on the importance of the peer review process to avoid copyright/fraud in psychology, alongside evaluating the peer review process
• Reference to plagiarism RM lesson about ‘sections of a scientific report’. Students learn about the importance of citing and referencing accurately and effectively. Links then made to essay/report writing at university
• Year 11 students learn about laws in other countries during forensics induction lesson with SXH. They’re encouraged to research how laws in the UK differ to other countries
• Year 12 students are asked to consider how laws different in different countries when evaluating ‘deviation from social norms’ as a definition for abnormality
• Year 13 students are asked to research how laws in the UK differ to other countries in first forensics lesson
• Social influence topics looks at, Nazi Germany, My Lai Massacre and Abu Graihb instances of law breaking and how they relate to obedient behaviour.
• Relationships looking at parasocial relationships with legality behind stalking and obsessive and unreciprocated relationships especially with celebrities
• Rights that people have to be kept safe regarding social influence and to keep away from social pressure, and demands – this is often linked to more serious criminal offences but also related to students and peer pressure in their everyday life
• Students to be made aware of eyewitness testimony as they may have an important role in society in keeping people safe, should they ever be called to be a witness in a criminal case.
• confidentiality is important through psychological research in order to keep people and their data safe, as their data should not be leaked to the public especially if it is sensitive data.
• Year 12 learn about the ethical issues (rights including consent, right to withdraw, entitlement to psychological help) in psychological research
• Year 13’s use knowledge of ethical issues to write consent and debrief forms in RM (right to withdraw from psychological research)
• Students to show respect through the knowledge learnt in social influence, to not abuse power that they may be given in the future, and take advantage of others – we promote a high standard of equality
• Social influence and social change is looked at in psychology e.g women’s rights and civil right movement, to show how beliefs change over time and sometimes for the better
• Students learn about the diagnosis of various psychological disorders and we discuss how these can lead to discrimination (e.g. in terms of job applications, etc.)
• In social influence we look at Nazi Germany, whereby people abused power in order to try to eradicate a whole section of humanity- in this we also discuss equality
• Throughout the course we have class discussions whereby students are expected to be respectful of peers and their beliefs and ideas.
• Throughout psychology we look at the cultural variations and ethnocentric ideas whereby in different societies they will have different ideas and viewpoints which should be respected – e.g attachment where we look at different child rearing practices around the world. Particular focus on cultural biases in issues and debates lesson on ‘culture bias’
• Focus on similarities and differences in criminal justice systems e.g. UK vs. USA, especially in terms of offender profiling. Also focus on how laws vary from culture to culture in forensics and psychopathology
• Relationships is a key idea for this to look at sexual and gender differences and to promote a more accepting attitude within the classroom whereby we can all accept our differences and live as one idea of humanity rather than focus on the differences
• Students look at the use of research and questionnaires in order to gather data or look at research which has data regarding viewpoints – such as relationships whereby students will look at the ways different people express their relationship breakdown and accept there will be key differences between them

Year 10 Citizenship Curriculum

• Voting and elections, comparative govt systems, devolved institutions

Year 11 Citizenship Curriculum

• Taking citizenship action; individual project on how to bring about change

Year 12 Politics

• Voting systems, Functions of Parliament, PM & Cabinet, includes a visit to Parliament

Year 13 Politics

• EU, Comparative theories

Key Stage 3 & 4 Politics Club

• Discussing contemporary issues

House Debating

• Debating contemporary issues

Politician Visits

• Discussion of politics
• The Economy
• The Legal System
• Constitutional Principles, Judicial Independence and Judicial Neutrality, includes a visit to Supreme Court
• Global Institutions such as the UN, NATO, IMF, World Bank, WTO, ICJ, ECHR, ICC
• Debating Contemporary issues
• Comparison of democracy with theocracies and dictatorships
• Role of the media and a free press
• Pressure Groups, influence of the media in elections
• Functions of NGOs, Human Rights issues and institutions which safeguard them
• Diversity in the UK
• Rights and responsibilities
• Ideologies: Liberalism, Conservatism, Socialism and Anarchism
• Understanding issues relating to Human Rights and Environmentalism
• Peace and Conflict: Lesson on violence and peaceful protest.
• Peace and Conflict: Lesson on terrorism
• Peace and Conflict: Lesson on justifications for war – discussion of illegal war
• Religion and Life: Euthanasia (debate and discussion of debate in Parliament)
• Human Rights and Social Justice: Exploitation of the poor
• Religion and Life: Abortion
• Religion and Life: Euthanasia
• Relationships and Families: Christian attitudes to sexuality – discussion of the law
• Relationships and Families: Christian teachings about gender equality – discussion of the law
• Human Rights and Social Justice: Human Rights abuses
• Christian Practices: Food Banks
• Relationships and Families: Christian attitudes to sexuality
• Relationships and Families: Christian teachings about gender equality
• Human Rights and Social Justice: Social justice

Year 9 Disease, Year 10 Term 4, Year 13 Term 4 Biology

• Discovering vaccinations and understanding that people have their own beliefs on the efficacy and have a right to their beliefs.

Year 10 Term 4 Biology

• Understanding the peer review process
• Understanding the purpose and necessity of clinical trials.

Year 11 Chemistry

• An exploration of certain topical issues such as energy security and climate change, which are often news headline features, takes place in year the year 11 curriculum for all students, including a need to be able to evaluate the credibility of sources and recognise the impact of climate change on society, including British society, at large. We often explore the ways in which Britain is world-leading in some areas related to clean air and carbon mitigation.

GCSE Physics P1 Year 10 Term 4

• Fusion vs fission is a hot topic given the costly and difficult process to decommission a fission power plant vs the expense of research behind fusion.

GCSE Physics P1 Year 10 Term 2

• In topic 3 Energy conservation is discussed in terms of use of insulation systems – this is revisited in topic 5 where a core practical focuses on heat loss from hot objects. Embodies individual choice to help preserve limited resources or not. Should government be more involved here?

Key Stage 3 Year 9 Fuels & Combustion Topic

• Discussion: How we are primarily reliant on burning fossil fuels for our energy needs. How society has change to realise that this is not sustainable and its effect on the environment. How society is changing to recognise the need to reduce reliance on fossil fuels and the promotion of non-renewable resources of energy

Year 12 Physics Core Practicals – throughout the course with a particular emphasis in Year 12 Term 4 and Year 13 Term 3

• Core Practicals 2, 3, 6, 7, 8, 9, 11, 13, 14 and 15 all have a risk assessment element. The requirement for providing for the health and safety of the student and others in the vicinity is developed through a series of risk assessments that they undertake. Core practical 8 involves an activity in which students undertake a risk assessment from the viewpoint of a teacher planning a class practical using lasers. Students use safety information to plan how the practical can be undertaken given a room plan, ensuring the safety of the students doing the practical, the students who may be doing other work at the same time, and people passing the lab or entering it. In Core Practical 15 students use guidance from the CLEAPSS school science service to undertake a risk assessment and hence learn about regulations and documents such as codes of practice. Students’ safe working is assessed in Core Practicals 4, 5, 8, 13 and 15.

Key Stage 5 Biology (various times of the year)

• Practical requirement to research and write a scientific method. They must reference, and not plagiarise.

Biology (all years at all times)

• Risk assessments have been carried out for all practical activities. CLEAPS guidance is followed. Students wear goggles for practicals that have a risk. Fume cupboards are used when using volatile solvents.

Year 9 Term 5 Biology

• Doping in sport and discussing why it’s illegal in the sports. Focusing on the social and physical reasons why people would want to do, and how it damages the reputation of the sport.

Chemistry (all year groups at all times)

• We enforce simple rules such as: No eating and drinking in laboratories: Appropriate dress / no jewellery / no (extended) nails essential to safe laboratory work.
• In the ‘nanoparticles’ topic students consider and discuss some of the potential issues with introducing nanoscale particulates into the environment, including the potential for unknown wider effects on other nations and other economies, potentially infringing international law. For instance, some of the countries worst affected by microplastics produce very few themselves.

Year 12 & 13 Chemistry (in all practical work and core practical activity)

• A recognition that health and safety legislation must be followed for all work where COSHH applies (which is all practical work). In many cases students produce these risk assessments themselves
• Safety aspects related to use of ionising radiations explained and linked to the risks of irradiation and contamination
• Possible dangers of mobile phone microwave frequencies are discussed related to experiments conducted on rats.

GCSE Physics P1 Year 10 Term 1

• In topic 2, lesson 13 we discuss safe driving, reasons for the laws relating to driving under the influence of drink/drugs or use of mobile phones while driving and the stopping distances published in the highway code.
• In Topic 3 whilst discussing changes in our use of energy resources for the generation of electricity students will learn how fossil fuel use in the UK has declined in order to reduce carbon dioxide emissions, and they may well discuss the role of international agreements e.g. Kyoto Protocol and the change in a national strategy for energy use and consequential changes in laws (but this is not a requirement of the scheme of work)
• Through the risk assessment activities students learn how their right to safety and wellbeing is provided in school and in scientific establishments.

Year 10 Chemistry

• When considering the development of Chemistry as a science, we may explore the way in which many pioneering chemists were rich aristocrats and profiteers of the slave trade, discussing whether their names should be struck from the historical record because of how they obtained their funds, rather than what they did with their wealth.

Year 7 Chemistry

• Students learn in their first Chemistry unit that safety is the responsibility of everybody, and everybody has the right to a safe and purposeful working environment.

Year 9 Chemistry

• Students learn about incomplete combustion and the serious consequences of carbon monoxide poisoning. They learn about signs to look out for and what they can do to protect themselves and others they live with.

GCSE Physics P1 Year 10 Term 3

• In the topic on waves, Global Warming is discussed and how the Earth’s temperature is increasing as ‘greenhouse’ gases increase in the atmosphere. Who’s responsibility is this to combat?
• In Radioactivity unit we study uses of radioisotopes and weigh up the benefits of radioactivity with their side effects
• In topic 3 Energy conservation is discussed in terms of use of insulation systems – this is revisited in topic 5 where a core practical focuses on heat loss from hot objects. Embodies individual choice to help preserve limited resources or not.

Year 10 Chemistry, CP Neutralisation

• Neutralisation is the reaction of an acid with a base that results in the pH moving towards seven. It is a useful process that occurs in everyday life with the treatment of acid indigestion and the treating of acidic soil by adding lime.

Year 13 Physics Term 3

• In the Particle Physics unit students learn about the change in scientists’ beliefs about the nature of matter and the development of theories about the structure of atoms, sub-atomic particles and the concepts of conservation of mass and conservation of energy, leading to the concept of mass-energy conservation.

Year 10 Biology Term 2

• Research and debate on Stem cell uses. Understand the scientific need to research, but understanding the ethical and moral objections to it.

Year 10 Biology Term 2, Year 13 Biology Term 4

• Research and debate on Genetic engineering uses. Understand the scientific need to research, but understanding the ethical and moral objections to it.

Year 13 Biology Term 4

• Research and debate on gene therapy. Understand the scientific need to research, but understanding the ethical and moral objections to it.

Year 10 Term 2, Year 13 Term 4

• Sex determination and that sex is more than the inheritance of the X and Y chromosomes.

Year 10 Term 2 Biology

• Human genome project has changed the direction of medicine and what Scientists are capable of doing. But genetic screening can lead to discrimination.
• Research and debate on transplants. Understand the scientific need to research, but understanding the ethical and moral objections to it.
• Understanding the different theories surrounding evolution. Explaining how Darwin and Wallace struggled to publish their findings because of the clash it had with the Christian teachings.

Year 11 Term 3 Biology

• Research and debate on IVF. Understand the scientific need to research, but understanding the ethical and moral objections to it.

Year 13 Chemistry

• In the ‘acids’ topic students learn how Svante Arrhenius was vilified for scientifically ‘heretical’ theories on ionic theory, which later proved to be correct, leading to his award of the Nobel Prize (but not before his career had been ruined by a pro-consensus pro-dogma establishment). Analogues are then drawn to the RC Church censorship of Copernicus and Galileo.
• Topic on space explores how different theories of the solar system have developed and have changed. Religious beliefs have had to shift given the discoveries made in the Sixteenth Century.
• Discussing the problem of acid rain. Where those countries that pollute (release acidic gases are often not the countries that suffer the consequences of acid rain. How British and international law needs to adapt to combat this.

• Our Vision and Values
• History of the School
• Governance, Organisation and Finance
• Teaching School
• Performance & Destinations Data
• Pupil Premium
• COVID-19 Catch-Up Premium
• Leigh Academies Trust
• LAT Prospectus
• LAT Vision 2030
• Train to Teach
• Admissions Determination September 2024
• Special Educational Needs and Disabilities
• Curriculum Statement
• KS3 Information
• KS4 Information
• KS5 Information – Sixth Form
• Assessment and Reporting
• Year 9 Options
• Fundamental British Values
• Reading at home
• Careers Information
• LAT Careers Education
• Work Experience
• Welcome to Sixth Form
• Sixth form prospectus
• Admissions to Sixth Form
• Sixth Form Curriculum
• Courses on Offer and Subject Presentations
• Prefects 2024/25
• Tuition Funding
• Times of the Academy Day
• Absence and Medical Care
• Catering & Free School Meals
• Behaviour, Detentions & School Rules
• Clubs and Societies
• Music Lessons
• International School Award
• News and Blog
• Letters and Announcements
• School Calendar
• Newsletters
• Safeguarding at SJWMS
• CEOP button
• External Support
• Staff Vacancies
• Working with us
• Case Studies
• School Direct
• External Swimming Clubs
• Alumni – The 1701 Society

British Values in the Workplace

Understanding the Four Pillars of Fundamental British Values

Fundamental British Values (FBV) are rooted in the principles that shape our society and provide a foundation for a harmonious workplace. The four pillars of FBV are democracy, the rule of law, individual liberty, and mutual respect and tolerance. Democracy ensures that every voice is heard, empowering employees to actively participate in decision-making processes. The rule of law promotes fairness, justice, and accountability, ensuring that everyone is treated equally. Individual liberty allows employees to express themselves freely, fostering creativity and personal growth. Finally, mutual respect and tolerance create a diverse and inclusive work environment where everyone feels valued. Understanding and embodying these pillars in the office is key to building a positive work culture and promoting British values in your daily interactions.

Thinking "How can you demonstrate British values in your workplace?", here are some key things to consider.

Integrating Democracy into Your Workplace Behaviour

To truly embrace the fundamental British value of democracy in your workplace, it's important to create an environment where every voice is heard and valued. Encourage open communication and active participation in decision-making processes. Hold regular team meetings or forums where employees can share their ideas, opinions, and concerns. Implement a fair voting system for important decisions that involve the whole team. By involving everyone in the decision-making process, you foster a sense of ownership and collaboration within your team. Remember, democracy isn't just about voting; it's about creating a culture that values and respects the opinions of every individual. Integrate democracy in your workplace , and watch as your team flourishes and grows.

Embracing the Rule of Law in a Professional Environment

In order to create a professional environment that embraces the fundamental British values of the rule of law, it is essential to ensure fairness, justice, and accountability within your workplace. Treat all employees equally and ensure that policies and procedures are consistently enforced. This means that everyone should be held accountable for their actions, regardless of their position or seniority. Implement clear guidelines and codes of conduct that promote ethical behaviour and professional integrity. By upholding the rule of law, you create a workplace culture that values honesty, trust, and respect. This not only enhances productivity and efficiency but also fosters a sense of security and stability among employees. Embrace the rule of law in your professional environment and watch as your workplace thrives with integrity and fairness.

Ensuring Individual Liberty through Personal and Career Growth

As individuals, we all have unique talents, aspirations, and ambitions. Ensuring individual liberty through personal and career growth is essential for creating a work environment that promotes British values. By embracing the fundamental British value of individual liberty, employers can provide opportunities for employees to express themselves freely, explore their passions, and grow both personally and professionally. Encouraging employees to set goals, pursue professional development opportunities, and take ownership of their careers empowers them to thrive in their chosen paths. Recognising and supporting the individuality of each team member fosters a sense of fulfilment, motivation, and loyalty. Embracing individual liberty not only benefits employees but also leads to a more innovative and dynamic workplace culture. So, seize the opportunity to nurture personal and career growth, and watch your team soar to new heights.

Nurturing Mutual Respect and Tolerance Amongst Colleagues

In order to create a workplace that truly embodies the fundamental British values of mutual respect and tolerance , it is crucial to foster an environment where diversity is celebrated and everyone feels valued. Encourage open dialogue and understanding amongst colleagues, promoting empathy and kindness in all interactions. Embrace different perspectives and opinions, encouraging healthy debates and discussions that lead to growth and understanding. Implement diversity training programmes and initiatives that raise awareness and promote inclusivity. By nurturing mutual respect and tolerance in office relations, you create a harmonious and supportive workplace culture that values and respects the uniqueness of every individual. Let's work together to create a workplace where everyone feels heard, valued, and included.

Practical Tips to Enhance Career Progression while Upholding British Values

As a mid-career professional, you may be seeking opportunities for career advancement and personal growth whilst upholding British values in the workplace. Here are some practical tips to help you on your journey. Firstly, take advantage of professional development opportunities offered by your employer or seek out external courses or certifications. By continuously learning and enhancing your skills, you demonstrate a commitment to personal growth and professional excellence, aligning with the values of individual liberty and mutual respect. Additionally, actively seek feedback from colleagues and supervisors to identify areas for improvement and set clear goals for yourself. This demonstrates your dedication to accountability and the rule of law. Finally, take initiative and actively participate in decision-making processes within your team. By showing leadership and democratic values, you showcase your commitment to the principles of democracy. By implementing these practical tips, you can enhance your career progression whilst upholding the fundamental British values in your workplace.

Skill Building Strategies Aligned with British Values for Workplace Advancement

As a mid-career professional seeking to advance in your career whilst upholding British values, there are several skill-building strategies you can employ. First, take advantage of professional development opportunities offered by your employer or seek external courses or certifications. By continuously learning and enhancing your skills, you demonstrate a commitment to personal growth and professional excellence, aligning with the values of individual liberty and mutual respect.

Second, actively seek feedback from colleagues and supervisors to identify areas for improvement and set clear goals for yourself. This demonstrates your dedication to accountability and the rule of law. Finally, take initiative and actively participate in decision-making processes within your team. By showing leadership and democratic values, you showcase your commitment to the principles of democracy. Implementing these strategies will not only enhance your career progression but also uphold the fundamental British values in your workplace.