Promoting British Values @ RPS
ENGLISH
Schemes of work in all key stages include reading a wide range of literature and non-fiction. The selected literature texts (novels, plays and poetry) involve students in empathising with different characters and understanding the way individuals interact in society. In the analysis of these texts there is a requirement to consider contextual influences and much of the analysis also involves discussion to consider the way the characters’ beliefs, ideals and attitudes are presented. Texts are selected to consider universal themes.
Non-fiction analysis is focused on media texts and the content of current broadcast and printed media reporting forms the basis of much of the discussion, language analysis and response writing.
Tolerance of those of Different Faiths and Beliefs:
Units cover a range of topics around liberty and respect including work on the language and ideas within topics such as: Human Rights speeches, cultural expectations and differences (poetry), attitudes to disability and social exclusion, gender and sexuality issues, relationships, attitudes to conflict and racial, cultural or religious issues.
Democracy and The Rule of Law:
Voting on competitions and individual speeches, for example, allows students to see how group decisions are taken and how individuals influence group responses. The decisions of historical trials are considered in texts on WW1 and in debates.
Individual Liberty:
students are given opportunities to make choices when it comes to individual pieces of written or project work or within group activities. Students are given opportunities to take part in extra-curricular activities and in some cases these are student led.
Mutual Respect:
Collaboration is a key skill which is directly modelled and supported within discussion work, modelled and developed in preparation of written work, peer marking or preparation of shared display work for example. A number of opportunities are given through all key stages for students to present their research and opinions to the whole class, individually or in groups. Competition for groups or individuals take place as house events as well as in the classroom. Students showcase their work on displays which allow for work from all abilities to be shown which can then be viewed as a classroom teaching resource for others as well as promoting the highest standards of expected work. In discussion and Speaking and Listening the skills which are promoted include the right of an individual to express their own opinion and for others to listen and respond with consideration. Many of these skills are directly referenced in the description statements on assessment sheets.
MUSIC
Democracy:
Student-led music groups are run throughout the department – they choose what music is to be played by their groups. Through the use of Edmodo students in staff-run groups also have the option of voting for the pieces that they’d like to play.
The Rule of Law:
Students look at conducting themselves in an appropriate manner when completing group work in lessons and decisions made in group work are positive to improve their work. In the tasks set both in class and the extracurricular groups students have to take responsibility of their own musical part.
Individual Liberty:
Students are encouraged to look at practising outside of the lessons, which helps to improve the skills of self-discipline, determination and perseverance.
Mutual Respect:
Students are encouraged to work together when looking at extra-curricular groups, disregarding their year group and technical ability on their instrument, to form a solid musical performance. We look at giving students the opportunity to develop their collaboration and “learning respectfully” skills within all areas of the music curriculum. Concerts and performances give students the chance to sit and listen to their peers perform.
Tolerance of those of Different Faiths and Beliefs:
We look at using the music from various countries to give students a rounded idea of different faiths and beliefs – these touch on Indian music, Gamalan and also music right the way back to the Renaissance period.
SCIENCE
The Rule of Law:
Students accept responsibility for their behaviour, show initiative and understand how they can positively contribute to science activities. Students are taught the rules of our science laboratories and the consequences of breaking these rules. The science curriculum offers opportunities to discuss laws relating to areas of science and who should govern these areas. Examples include STEM cell science, genetic modification and DNA databases.
Individual Liberty:
In science students are actively encouraged to be independent and to make choices in a safe environment. Science lessons encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively as individuals.
Mutual Respect:
Our focus on the Aspire learning habits ensures students become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. Collaboration and working respectfully with peers is key to progression with science lessons and to the progress of science as a whole.
Tolerance of those of Different Faiths and Beliefs:
Students follow a curriculum that demonstrates the continual evolution of science ideas and concepts. The history and development of these ideas, through time, is due to tolerance and acceptance that others may have different beliefs. Science education underpins the value that other people may have different ideas or beliefs to oneself and that they should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour.
MATHS
In the Mathematics Department we seek to promote the British values of democracy, the rule of law, individual liberty and mutual respect and tolerance through incorporation of SMSC (Spiritual, Moral, Social and Cultural Education) in lessons. We plan lessons to ensure the development of students’ self-knowledge, self-esteem and self-confidence particularly in regards to Mathematics.
Examples of how we promote Spiritual, Moral, Social and Cultural education in the department include:
- Students conducting an opinion survey on a moral issue
- Students investigating different number sequences and where they occur in the real world
- Students considering the development of pattern in different cultures including work on tessellations
- Allowing discussion and debate on the use and abuse of statistics in the media
- Allowing discussion on the cultural and historical roots of mathematics
- Students discussing the use of mathematics in cultural symbols and patterns
- Planning opportunities for students to work together collaboratively through experimental and investigative work
- Students exploring the wealth of mathematics in all cultures; for instance, recognition is given to symmetry patterns, number systems and mathematical thinking from other cultures.
CITIZENSHIP
The Year 9 community scheme allows for significant reflection on how cultural background and different communities can bring benefits to society and conflict alongside looking at other communities and developing tolerance for difference.
In KS3 and 4 Citizenship provides multiple opportunities for students to develop their moral compass with reference to the law and the impact that it can have on individuals, their families and communities. This includes measures to reduce this, particularly in the KS4 law and crime day.
Citizenship encourages students to take an active role in their community by identifying areas they could improve and what they could do to do so. The Year 9 scheme of work has significant coverage of democracy as a topic and how democracy in Britain is put into practice in comparison to a range of other countries alongside how they can be involved in the democratic structures of the UK.
The Year 11 global citizenship day the students examine a range of issues and identify how they impact on their own lives and the lives of others of different cultural backgrounds/beliefs. In KS3, particularly Year 9, students examine the nature and key features of democracy in Britain.
BUSINESS STUDIES & ECONOMICS
Democracy:
We teach the difference between planned and market economies and so explicitly deal with the implications of a government deciding on the needs of an economy versus leaving up to the market. Students are made aware of why both may be deemed favourable and unfavourable.
Each week one student per class must write and present a Powerpoint presentation to explain what is ‘going on in the news’ and encourage other students to elaborate on their points made. Frequently students write a Powerpoint solution to a problem and present their findings to class – we draw names out of a hat to choose the presenter.
The rule of law:
We teach the role of legislation and regulation within many topics – in particular how governments can use punishment, rules, guidelines, constraints to change the behaviour of firms (and to some extent consumers) e.g. minimum wages, compulsory taxes, health and safety etc. Students are required to understand what laws they as consumers and individuals in society need to abide by as well as those that businesses need to follow in order to behave ethically and socially responsible.
Individual liberty and mutual respect:
Discussions surrounding how firms need to consider, respect and value the needs and interests of all stakeholder groups and just shareholders in search of high returns. This comes in to play especially when discussing large public-brand firms e.g. Why does BP sponsor the Tate Modern?
DESIGN AND TECHNOLOGY
Democracy:
Students have the ability to choose and have an input into the work they do both at KS3, 4 and 5. They choose their coursework path and are encouraged to work independently along the whole of their course.
The Rule of Law:
We give students the basic knowledge and health and safety and they are then relied upon to use that knowledge in their lessons to ensure they are safe in our environment. These rules can be used in the outside world when using the same types of equipment and processes. We give expectations for behaviour in each study area and these are expected to be adhered to.
Individual Liberty:
We give students the knowledge of how to follow a healthy lifestyle and give them knowledge of how to care for themselves and their families in the future. Each area provides key skills for life and the ability to create a product they are proud of.
Mutual Respect:
We use evaluating through peer and self-assessment to build foundations of mutual respect. We focus on the learning habits to build self-confidence and allow students to not be scared to fail. We carry out product analysis in all areas and give students the opportunity to maturely critique each other’s work.
Tolerance of those of Different Faiths and Beliefs:
This is well developed in food technology through looking at foods from other lands and focusing on current issues such as food miles, carbon footprint, fair trade. This is an area for development in the other areas of technology.
GEOGRAPHY
The geography department aims to uphold British values through the maintenance of classroom standards in order to show evidence of the rule of law. The curriculum naturally accommodates the teaching of tolerance of others through the global nature of the subject. Students will gain a secure understanding of global issues and the varying impacts at a range of levels (local, national and international). In some topical issues that promote debate, there is always a readiness to put forward a balanced argument based on fact. Occasionally there are opportunities to vote in class which is done in a democratic way and every student is entitled to justify their OWN opinions. Teaching in the geography department also aims to encourage effective collaboration whenever possible and peer feedback which encourages students to value each other’s strengths and contributions.
HISTORY
Democracy:
Through our scheme of work students study the history of British democracy and representation; for example by focussing on votes for women and the 19th century reform acts.
The Rule of Law:
Through leadership, students accept responsibility for their behaviour, show initiative and understand how they can positively contribute to those around them.
Individual Liberty:
In history students are actively encouraged to work independently. The extra curricular programme run throughout the year enables students to be involved in history club, day and residential trips.
Mutual Respect:
Our focus on the Aspire learning habits ensures students become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. Collaboration and evaluation in lessons enable students to develop self-esteem and confidence.
Tolerance of those of Different Faiths and Beliefs:
Through the history curriculum students study a range of different cultures. Students study the Holocaust at KS3 and KS4 in order to advocate tolerance of different faiths and beliefs.
PSYCHOLOGY
In psychology at AS and A2 we look a lot at differences between people including stereotypes, prejudice and discrimination. We address diagnosing mental illnesses and the differences between ‘Western’ cultural norms and non-western in this regard.
The students are encouraged to understand how differences between cultures need to be recognised and how difficult it is to fully understand people from another culture. I give the analogy of being born the same as anyone else in the world but, if we were born wearing plain glasses, those glasses would be smeared with our cultural expectations as we get older and older. So if we view another culture, we can only see them through our culturally dirty glasses! We would have
to live amongst another culture for a few years to fully appreciate differences – and clean those glasses through education!
PHYSICAL EDUCATION
Democracy:
The Sports Council is run by the SLG to discuss ideas, plan house events, the sportsman’s dinner and sports day. Some team captains are voted for by other players and these are the students that make up the Sports Council.
The Rule of Law:
Through leadership and coaching, students accept responsibility for their behaviour, show initiative and understand how they can positively contribute to those around them. Students are taught the rules of sporting activity and the consequences of breaking these rules by completing coaching and officiating qualifications that it turn lead to them delivering activity for other students in the school.
Individual Liberty:
In PE students are actively encouraged to make choices in a safe environment. The extensive extracurricular programme run throughout the year empowers students to participate in active, healthy lifestyles.
Mutual Respect:
Our focus on the Aspire learning habits ensures students become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. Collaboration and evaluation in lessons enable students to develop self-esteem and confidence. Competition, Twitter reports, House events and the dance showcase evening allows students to showcase their work and encourage respect for the work on display.
Tolerance of those of Different Faiths and Beliefs:
Students follow a curriculum that includes multicultural elements, especially in dance activities. These include Ghost Dances (based on South American Folk music and stories) and cultural units of work including Bollywood and Irish dance routines. Global sporting events are celebrated throughout the year, such as World Cups and Olympic Games.
ICT
Democracy in ICT: The Digital Leaders are trained by Mrs Wilkins to empower our learners with new technology and advise on any e-safety matters. The students complete a statement on why they want to be a Digital Leader at RPS and then they are interviewed. These students then teach others and staff members on aspects of ICT.
The Rule of Law:
Students in every year group are taught about the Copyright Law, Data Protection Act and Computer Misuse Act. They are taught what could cause failure to meet these restrictions. Students are taught about illegal downloading of video and music from the internet and obeying licensing laws.
Individual Liberty:
Students in ICT are given the freedom to experiment and persevere with new software and make software choices themselves. They are encouraged to create products individually and to express their graphical flare through these. They are also encouraged to take risks and stretch their learning.
Mutual Respect:
Students are encouraged to peer review with good, bad and even better points but ensuring that all feedback is constructive and not personal. This gives the students ideas and thoughts to apply to their work. The use of collaboration apps in ICT gives a platform for students to exchange their ideas and views.
Tolerance of those of different faiths and beliefs:
We often explore ICT use in other countries and discuss the digital divide. We discuss technologies in China compared to the USA. We discuss how in India they are receiving old computers from Computer Aid to bridge the digital divide.
PHILOSOPHY, RELIGION AND ETHICS
Mutual Respect and tolerance of those with different faiths and beliefs:
At Key Stage three students are required by the Herts Agreed Syllabus to learn about the six major world religions and to appreciate the impact of these different beliefs and life patterns on a multi-cultural society. The students are required to develop a respectful approach to their learning in order to develop a clear understanding of the different cultures and religious groups. After Key Stage three, all students are encouraged to review different faiths respectfully and see how these can lead to religious pluralism rather than an exclusive view of religion. They will study both religions in conflict but also how religions collaborate to achieve the greater good in society. All students from whatever faith (including Atheism and Agnosticism) are encouraged to work collaboratively to further understanding.
The Rule of Law:
In Year 10 students study an ethics paper entitled: ‘Religion Peace and Justice’ where war, peace, pacifism but crime and punishment in particular are studied. Judaic laws such as the 10 commandments are studied in Year 7 to see the moralising affect it had on the Israelite people.
Democracy/Individual Liberty:
In Year 13 Ethics there is extensive study of Free Will, Liberty and Determinism. In our lessons freedom of speech (being respectful of others) is encouraged during debates. The debating process is taught whereby students are shown that listening carefully to arguments is key and that freedom to express one’s own views is a right in our lessons. At GCSE and A Level stage, the ability to analyse the views of others and to present carefully supported own views represents a core skill in this subject. In Year 12 the formulation of modern democracy is referred to with the study of Plato. During activities week Year 8 enjoy a ‘Fair Trade Day’ where they are guided to consider the morality behind wealth and poverty and become aware of the Christian commentary on this issue.
