British Values

British Values

The Department for Education has introduced a statutory duty for schools to promote British Values more actively from September 2014, and to ensure they are taught in schools.

Stockland Green School is committed to serving its community. It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.

It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, disability, political or financial status, or similar.

Stockland Green School is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its students.

The government set out its definition of British values in the 2011 Prevent Strategy. The five key British Values are:

• Democracy
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs

Promoting ‘British values’

At Stockland Green School we use a range of strategies within the curriculum and beyond to secure the promotion of SMSC and fundamental British values. Our core values of Aspire, Believe, and Achieve demonstrate our commitment to promoting fundamental British values and are visible throughout the school environment and are promoted in everything we do. We have also enshrined the values within the UNCRC to achieve RRSA silver status.

Democracy

All students have an opportunity to develop and demonstrate their knowledge and understanding of democracy through:

Student voice:

We recognise the importance of student opinion and take their views into consideration when taking significant decisions within the school community, e.g. during our recent consultation on changes to our school uniform. We regularly seek the opinion of our students via questionnaires and proactively seek opportunities to informally gather the thoughts of our students.

All students watch presentations from our potential Head Boy and Girl candidates, they then make their decision based on the presentations to vote to elect the Head Boy and Head Girl for their House. Students have a voice that is listened to, through their elected form representatives, the House Ambassadors. The House Ambassadors work with the Head Boy and Girl for each House and the Enrichment Leaders. We also regularly gather pupils voice to further develop our provision.

Citizenship:

From Year 7 to year 11 pupils cover a range of topics relating to democracy. During period 6 Citizenship lessons students receive lessons on British Parliament, the voting system, elections and election campaigns and the process of democracy.

During the EU referendum students discussed the pros and cons of remaining or leaving the EU. Students then carried out a vote and the results were published on our school twitter page.

Students frequently engage with current affairs and issues relating to global citizenship through assemblies and dedicated Citizenship activities.

Student Leadership opportunities:

The Aim Higher Challenge Programme provides opportunities for students across Y7-10 to develop the school culture and ethos through three student leadership groups: Community Champions, 21st Century Leaders and Teaching and Learning Leaders. Students have their own leadership training and write action plans to shape their work for the academic year.

The Challenge Task Unit provides further opportunities for some of our most able students across Y7-10. These students form our school Press Gang and Research Crew. The Press Gang have their own area on the school website and Twitter feed ensuring students have a vehicle to communicate key elements of school life. The Research Crew investigate key whole issues, for example independent learning, discussing with students, teachers, parents and carers, feeding back their findings to the Leadership Team. In addition, we consult parents on school change, e.g. new Go 4 Schools reporting and assessment procedures for which parent groups were consulted and helped to advise on final proposals.

Mutual Respect

Respect is a strong part of Stockland Green School. Termly assemblies are carried out by the Head Teacher highlighting the importance of mutual respect and how this can be demonstrated via the ‘Stockland Green Standard’.  All members of the school community treat each other with respect and this is reiterated through its teaching and learning environments. Pupils demonstrate courteous and polite behaviour’s and are encouraged to acknowledge such manners in others. Below you will find some further examples of mutual respect in action:

SMSC programme:

Our assemblies have covered topics such as Black History, equality and hate crime, being charitable, internet safety around the posting of messages and carers and disability awareness. The SMSC assembly themes will respond to both local and world events to support student understanding of their world.

Some further example of our SMSC/PSHE and Citizenship curriculum provision includes:

SMSC assembly themes focus on diversity, black history month, anti-bullying and respect for all – Holocaust Memorial Day promoting mutual respect and respect for their own and other cultures.

• Pupils will complete a range of activities based upon friendships and feelings to support the development of the ability to respect others and encourage respect for others through SMSC activities and dedicated PSHE days.
• Encouraging understanding of poverty and homelessness
• Building an awareness of education around the world

PRIDE Values

We supplement our Citizenship programme and assemblies with frequent reference to our core values of Pride, Responsibility, Integrity, Determination and Empathy. Examples of these values  and how to demonstrate them are provided in lessons across the curriculum and in Citizenship and Personal Development.

Tolerance of those of different faiths and beliefs

Belonging to a diverse and multi-cultural and multi faith city our school community reflects much of that diversity. We are part of a school and local community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race. Below are some examples of how this is promoted here at Stockland Green School;

Religious Education/Philosophy and Ethics/Sphere

Our curriculums recognises this and within Religious Education in KS3 students study a variety of faiths including Islam, Sikhism, Hinduism, Buddhism, Judaism and Christianity. Particular areas of focus include:

In Year 7 and 8 students study the six major world religions and look at a range of thematic approaches, for example prejudice and discrimination.

All students Y9-11 follow our Philosophy and Ethics programme during P6 citizenship lessons. The programme topics such as:

• Animal rights
• Responsibilities towards global issues viewed through the different religious perspectives.
• Questioning religious belief
• Looking at near death experience
• Religious rules and world order,
• Christian and Muslim views on law and order, for example attitudes towards capital punishment.

Students who opt for GCSE RE follow the OCR specification. They study modules including religious attitudes to human relationships, beliefs and practice in Christianity and Islam, medical ethics, religion, peace and conflict.

SMSC assembly themes and activities

During Citizenship students will cover SMSC topics such as world fair trade, British Values, refugee week and freedom, encouraging students to understand the importance of other cultures. Assembly themes are also delivered linking to Diwali, Easter, Ramadan and Christmas enabling students to respect a variety of cultures. We also ensure that students are fully appraised of current affairs that may be potential divisive in order that they may make tolerant and informed judgements. Our PRIDE values are also integral to the promotion of our inclusive ideology.

Interaction of staff and students:

At school we promote positive interaction between staff and students; this is illustrated through passing the time of day and conversation with students.

Sporting and House competitions:

Sporting and house competitions help to instil fair play and promote team spirit.