The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to 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 government set out its definition of British values in the 2011 Prevent Strategy.
At Overstone Primary, these values are reinforced regularly and in a variety of ways across the curriculum and through activities and events. The following are some examples of how these are actively promoted:
Democracy
At Overstone, pupils have the opportunity to have their voices heard through our regular School Council meetings. We meet in mixed age groups to discuss issues and to suggest ways to improve the life of the school, for example playground activities, clubs, etc. The curriculum includes the advantages and disadvantages of democracy. We teach pupils how they can influence decision making and we give them opportunities to do so by voting for roles of responsibility in the School Council.
Examples
| Age Group | Issues Discussed |
|---|---|
| Whole School | School Council elections and house captains, making team decisions; having an important role in a team, running class enterprise events; deciding as a class how the event should run and how the profits should be spent. |
| Year 1 | Playground rules and how we care for each other, class council meetings and election of representatives, golden time and good to be green; working together to earn class rewards |
| Year 2 | |
| Year 3 | Class council meetings and election of representatives, Magistrates’ visit and mock trial. Election of House and Vice Captains. |
| Year 6 |
The Rule of Law
The importance of Laws, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws; that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police and Fire Service are regular parts of our calendar and help reinforce this message. We have a School code of conduct built around our values. Children are involved in the creation of class rules and are encouraged to distinguish between right and wrong. We encourage children to understand that we need rules to help us and keep us safe.
Examples
| Age Group | Issues Discussed |
|---|---|
| Whole School | School code of conduct, online safety rules, class rules, assemblies, visitors to the school. |
| Year 1 |
RE – Learning about Judaism and thinking of our own rules to follow. Great Fire of London and Guy Fawkes, Zippy’s Friends |
| Year 2 | |
| Year 3 |
Class rules and routines. PSHE – create new school rules RE – rules for different religions. Exploring right and wrong with Christians and Humanists. |
| Year 4 | |
| Year 5 | Magistrates’ visit, creation of class rules, buddy system, RE – rules within religions/cultures. |
| Year 6 |
Individual Liberty
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our Online Safety and PSHE lessons. Whether it is through choice of challenge within learning, participation in extra-curricular clubs and opportunities, pupils are given the freedom to make choices. We aim to develop self-esteem, self-confidence and self-knowledge. Pupils understand they have a responsibility for their behaviour and that they model freedom of speech through participation. Our curriculum challenges stereotypes and we are a school that respects the rights of individuals.
Examples
| Age Group | Issues Discussed |
|---|---|
| Whole School | Online safety, assemblies, theme days, Healthy Child Initiative, Talk Partners. |
| Year 1 |
Staying safe on the roads. Healthy eating – making the right choices to support a healthy lifestyle. Florence Nightingale |
| Year 2 | |
| Year 3 | Residential visits – working as a team. Apple’s Friends PSHE programme and SEAL. Choices of homework activities. |
| Year 4 | |
| Year 5 |
Residential visits – working as a team. Independent research projects. SEAL PSHE projects. Class debates. |
| Year 6 |
Mutual Respect and Tolerance
Part of our school ethos and behaviour policy revolves around core values such as ‘Respect’, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Our School code of conduct embodies our belief in mutual respect. We encourage respect for differences and have links with faith communities. We encourage personal thinking skills and discuss the differences between people, faith, ethnicity, disability and gender.
Examples
| Age Group | Issues Discussed |
|---|---|
| Whole School | Assemblies, whole school values, celebrating religious festivals of different faiths. Our Global Curriculum enables us to understand, respect and celebrate cultural differences. |
| Year 1 | RE – Learning about different faiths and beliefs. History of London and England. Understanding of other cultures and beliefs – Judaism. Ethical issues concerning the rainforests. |
| Year 2 | |
| Year 3 | RE – Understanding other cultures and beliefs. Apple’s Friends and SEAL; Respecting Differences. |
| Year 4 | |
| Year 5 | Discussions and debates in RE. General classroom discussions. BBC Newsround and associated discussions relating to current affairs. |
| Year 6 |