British Values

The November 2014 publication Promoting fundamental British values as part of SMSC in schools says, ‘Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.’

The Department for Education advice details the following 6 requirements for maintained schools.

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Enable students to develop their self-knowledge, self-esteem and self-confidence.

  • Zones of Regulation – understanding my emotions
  • Pupil choice – art, DT, music and cultural capital units
  • Pupil voice – questionaries, House Surgeries, curriculum meetings
  • Class Dojo
  • Regular assembly awards valuing a range of values: academic achievement, effort, positive learning behaviours and kindness to others
  • House point system
  • Involvement in performances
  • Super Me and My Community! (Rec)
  • Classroom responsibilities (Rec-Y6) and wider school roles (Y3-6) as part of the universal offer e.g. eco-crew, lunchtime assistants etc.
  • Wider school roles (Y4-6) as part of the enhanced offer e. g. play leaders, librarians etc.
  • Showcasing end-of-unit outcomes (art, DT, music and cultural capital)
  • Representing the school at sporting events
  • Burwell’s Bookshelf
  • House leaders support the running of interhouse competitions
  • Targeted 1-2-1 support or interventions e.g. ELSA

 

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Enable students to distinguish right from wrong, accept responsibility for their behaviours and respect the civil and criminal law of England.

  • Class and school rules
  • Class Dojo – green and red dojos
  • Restorative practice – reflecting on actions and consequences
  • Stepped behaviour policy
  • House point system
  • Bikeability
  • Sports – specific rules
  • Assemblies led by the Police and class visits
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Contribute positively to the lives of those living and working in the locality of the school and to society more widely.

  • Understanding and learning to reduce plastic and pollution (Y1 & Y2, Plastic and Pollution, Cultural Capital)
  • Collecting litter in Burwell village (Y1 & Y2, Litter Detectives, Cultural Capital)
  • Act of kindness – leaving planters around Burwell village (Y3 & Y4, Brighten Up Burwell, Cultural Capital)
  • Collecting donations for Burwell Food Bank (Y3 & Y4 Money Matters, Cultural Capital)
  • Raising money for Burwell Day Centre (Y5 & Y6 Fiver Challenge, Cultural Capital)
  • Organising and holding an afternoon event for members of Burwell Day Centre (Y5 & Y6 Compassionate Citizens, Cultural Capital)
  • Understanding climate change and ways to help (Y5 & Y6, Climate Change, Cultural Capital)
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Enable students to acquire an appreciation of and respect for their own and other cultures.

  • Assemblies
  • RE lessons
  • Our Wonderful World! (Rec)
  • Visits to or virtual tours of places of worship
  • Religious leaders taking assembly
  • Burwell’s Bookshelf
  • World cultures taught through themes: Let’s Celebrate! (Rec), London Calling (Y1), Buzzing Brazil (Y4) and India (Y6)
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Encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

  • Annual House captains’ applications, presentations and elections
  • Termly pupil voice surgeries, led by the House leader, to gather pupil voice
  • House leaders share the views of all pupils to inform school decisions
  • Understanding democracy in Britain (Y3 & Y4, British Value and Changing Societies, Cultural Capital)
  • Debate (Y3 & Y4, British Values and Changing Societies, Cultural Capital)
  • Y5 history – democracy and other forms of government
  • Y6 history – Anglo-Saxon and Viking laws
  • Understanding Britain as a multicultural nation (Y5 & Y6, Britain as a Multicultural Nation, Cultural Capital)