British Values

Promoting Fundamental British Values

As a modern school, we promote the basic British Values with the support of the development of character strengths that are connected to each of the strands below:

1. Democracy
2. Rule of law
3. Mutual respect and tolerance
4. Individual liberty

We aim to actively promote British values in schools to ensure young people leave school prepared for life in modern Britain. In addition to the day to day modelling, British Values are also taught in suitable parts of the curriculum. This includes the strengths, advantages and disadvantages of democracy compared to other forms of government, how the law works in Britain, an understanding and tolerance of different faiths and beliefs. 

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

– An understanding of how citizens can influence decision-making through the democratic process; this includes Student Voice 

– An understanding that the freedom to hold other faiths and beliefs is protected in law

– An acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted, and should not be the cause of prejudicial or discriminatory behaviour

– An understanding and acceptance of the LGBT community

– An understanding of the importance of identifying and combatting discrimination

Examples of actions we take to promote British values are to:

– Include in suitable parts of the curriculum, in particular RSHE and Drop Down Days, material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries.

– Ensure all students within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes through the School Council, allowing all students to take part in class discussions.

– Use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view.

– Consider the role of extra-curricular activities, including any run directly by students, in promoting fundamental British values

– Support the students’ charities and the wider community, ensuring that students understanding their social responsibilities.

SMSC

Graham School aims to promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for opportunities, responsibilities and expectations in life.

Spiritual

Explore beliefs and experience;

– Respect faiths, feelings and values;

– Enjoy learning about oneself, others and the surrounding world;

– Use imagination and creativity;

– To be able to reflect. 

Students’ spiritual development is shown throughout subjects, trips, assemblies, tutor time and extra-curricular activities by their:

– Ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values with social intelligence.

– Sense of enjoyment in learning about themselves, others and the world around them.

– Use of imagination and creativity in their learning.

– Willingness to reflect on their experiences.

Students’ spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses, and their will to achieve.

Moral

Recognise right and wrong and making the right decisions;

– Respect the law;

– Understand consequences;

– Investigate moral and ethical issues with social intelligence;

– Offer reasoned views.

Students’ moral development is shown throughout subjects, trips, assemblies, tutor time and extra-curricular activities by their:

– Ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England through their self-control;

– Understanding of the consequences of their behaviour and actions;

– Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

Students’ moral development involves students acquiring an understanding of the difference between right and wrong and of moral conflict, a concern for others and the will to do what is right.

Social

Use of a range of social skills in different contexts;

– We investigate moral issues;

– Appreciate diverse viewpoints with social intelligence;

– Participate, volunteer and cooperate with others;

– Resolve conflict through restorative practices;

– Engage with the ‘ British Values‘ of democracy, the rule of law, liberty, respect and tolerance. 

Our students’ social development is shown throughout subjects, trips, assemblies, tutor time, student voice and extra-curricular activities by their:

– Use of a range of social skills and social intelligence in different contexts, including working and socialising with students from different religious, ethnic and socio-economic backgrounds.

– Willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively.

– Acceptance and engagement with the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the students develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Students’ social development involves students acquiring an understanding of the responsibilities and rights of being members of families and communities (local, national and global), and an ability to relate to others and to work with others for the common good.

Cultural

Understand and appreciate the wide range of cultural influences that have shaped our own and others’ heritages;

– We appreciate cultural influences;

– Appreciate the role of Britain’s parliamentary system;

– Participate in cultural opportunities;

– Participate in and respond positively to artistic, musical, sporting opportunities

– Understand, accept, respect and celebrate diversity.

Students’ cultural development is shown throughout subjects, trips, assemblies, student voice and extra-curricular activities by their:

– Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others.

– Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

– Knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain; as well as a willingness and desire to be involved in student voice activities and the School Council

– Willingness to participate in, and respond positively to artistic, sporting and cultural opportunities

–  exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their acceptance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Students’ cultural development involves students acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others’ way of doing things and curiosity about differences.