Promoting British Values
Promoting fundamental British values at Colchester County High School for Girls
The government set out its definition of British values in the 2011 Prevent Strategy, and the Prime Minister reiterated these values in 2014. The Government states that the core values are: democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs. At Colchester County High School for Girls we are committed to the promotion of fundamental British values; values which underpin a modern society of which we can be proud.
At the heart of these values lie good relationships in which teachers and students work together towards common goals. At CCHSG these values are both integral and reinforced regularly in the following ways:
Students have the opportunity to contribute more widely to school life through our “Student Voice”. Every tutor group is given the opportunity to elect a member to the body whereby students meet with senior leaders to discuss their learning and ideas.
Classrooms are run along democratic principles. Students are given equal opportunities to contribute orally. No one individual is allowed to dominate discussions. School rules are explained and breaches of those rules are challenged by staff.
There are also many opportunities to learn about democracy within the curriculum. For example students study the operation of parliament and democratic processes in History, the role of literary texts in English, such as “An Inspector Calls” in addressing democracy and justice and in the extra-curricular European Youth Parliament group.
THE RULE OF LAW
At CCHSG we promote the importance of the rule of law. Students see that this is important through our day to day work. Accountability is stressed to all stakeholders including staff (teacher’s standards and performance management), students (“non-negotiables” as set out in the school’s behaviour policy) and Governors.
Opportunities to learn about the rule of law are built onto the curriculum. For example, in History students examine how laws are made and the stages they pass through to become an Act of Parliament, in RE students learn about crime and punishment.
As a school we educate and provide boundaries for students to make choices safely, through the provision of a safe environment. Students are actively encouraged to make appropriate choices.
As students move through the school, privileges are gained such as, in year 12 and 13 students do not need to queue for entrance to the canteen at lunchtime and 6th form are allowed to leave the site at times such as break and lunch. For all students there are elements of choice in the canteen, within healthy boundaries. Students are offered guided autonomy over choices regarding future pathways.
Opportunities that exist within the curriculum include, for example, learning about human rights in geography and precious liberties of citizens, and rights and responsibilities in History.
As a school we strive to foster strong working relationships between staff and students, between colleagues and between staff and parents. A positive understanding of differences and willingness to listen to the views of others is embedded in our daily practices.
Behaviour Policies promote good behaviour and challenge poor behaviour so that all students respect others and give them the opportunity to succeed. We take seriously our duty to prevent victimisation of any individual and we carefully analyse any incidents where racist, homophobic or sexist actions could hurt others.
TOLERANCE OF OTHER FAITHS AND BELIEFS
At CCHSG we endeavor to ensure that we are enhancing students’ understanding of their place in a culturally diverse society by offering them many and varied opportunities for them to experience this first hand. There are many visits, trips and opportunities for students to learn all about other faiths, creeds and cultures not just in this country but around the world.
Assemblies and discussions involving prejudices and prejudice-based bullying have been supported by learning in RE and PSHCE. The RE curriculum provides the opportunity for students to learn about a variety of different faiths.
In summary, we aim to ensure that our students become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background.
We wish our students to become good employees, caring partners and parents, active citizens and engaged friends and we work hard in school to ensure that these core values are promoted for all. The school’s promotion of these core values ensures a steady progression of attitudes and qualities.
At Colchester County High School for Girls we actively promote fundamental British values through:
* A strong school ethos
* Effective relationships throughout the school
* Encouraging students to regard people of all faiths, race and cultures with tolerance and respect
* Opportunities for spiritual, moral, social and cultural development (SMSC)
Both across the curriculum and in the wider opportunities given to all our students.
Below are some examples of where the values are promoted.
* Woman’s suffrage movement (KS3 and 4)
* Different political ‘wings’
* English Civil War and the development of the constitutional monarchy (KS3)
* Nazi Germany and the Holocaust (KS4)
* Involvement in the Democratic process (different systems across History) (KS4)
* Imperial China and the development of Culture
* The development and impact of The Empire
* Relgious intolerance across History (anti-Semitic, Catholic/Protestant)
* The role/importance of beliefs/values and how morality influences decision making
* Buddhism and other religious groups and their contribution to society
* The role of Judaism and Islam in promoting common values
* The roles of religion, relationships, the media, the law and medical ethics in promoting British values and rule of law
Uses a wide range of texts from all cultures and encourages discussions about what it means to be a rounded citizen when studying the texts.
* Cultural identity unit – Year 8
* Charles Dickens unit – Year 7
* An Inspector Calls – Years 10 and 11
* 1984 – exploration of democracy
* The Hunger Games – an exploration of the concept of Liberty
* Shakespeare – all years
* Classroom conduct and Drama rules
* Constructive and respectful peer feedback on performances
* Tolerance of other faiths and beliefs
* Exploring the idea of prejudice on a variety of levels
* Exploration and celebration of ‘differences’
* British Psychological Society Ethical Guidelines
* Informed consent
* Confidentiality of data
* Cultural differences in Psychopatholgy
* Tackling Mental Health prejudice
* Appreciation of the natural landscape and respect for the environment
* Tourism and National Parks
* Social and economic impact of lifestyle
* History of the NHS
* Migration and population topics – focus on living in an multi-cultural society and tolerance of migration
* LEDCs poverty and inequality
* When completing local fieldwork – respect for others in the community
* Climate change
* Working in partners promotes mutual respect for the efforts of others
* Seasonal and British grown food
* Religious issues in food
* Moral issues in food – organic, vegetarianism
* Respecting and learning about the music of other cultures and faiths
* Working in groups of differing musical abilities and showing respect
* Making appropriate compositional choices
* The impact of ICT – past, present and future.
* Computers in society today
* Computers and the Law
* Tolerance of other faiths and beliefs with regard to technology
* Anti-online radicalisation
* Essex University Robotics and programming.
* Rule of law
* Listening to others and being respectful of making mistakes
* Mathematics competitions
* Mathematics mentors
Modern Foreign Languages
Through the teaching of a variety of European languages students learn about the language and culture of the given country and multicultural tolerance.
* Encourage an appreciation of other cultures, especially with the FLA’s and Chinese assistant and their presence in school
* Festivals and celebrations are discussed
* Exchange trips to ensure cultural comparisons at first hand
* A Level topics discuss law, democracy etc…,
* Lab rules
* CITES, Global environmental laws, Rio convention, CSS (A Level Biology and Chemistry), cloning regulations, genetic engineering (Biology GCSE and A Level)
* Choice of questions/structures provided
* Evolution and the Big Bang Theory being sensitive to the beliefs of different faiths
* Pollution and respect for the environment
* The ethics of animal testing
* Group, paired and individual work
* Consideration for others in practical work and discussions
* Listening to other views – (e.g. stem cell use, IVF etc…)
At CCHSG students are given many opportunities to take on responsibilities and develop leadership skills. These include Head Girl Team and Student Voice Team. Many of these posts come from form and whole school elections.
Students are also given the chance to take part in the annual Youth Parliament elections and during Election years a parallel election campaign is run in the school. The annual school production is inclusive and offers opportunities both on and off stage. Students are encouraged to volunteer in the local and global community.
Celebrate the diversity of our community with wide ranging topics including Chinese New Year, e-safety, safeguarding, mental health and we have a Christian Union which meets weekly.
There are many opportunities for students to enhance their learning within the classroom through trips and activities that develop cultural understanding and mutual respect. Examples are given below:
* Year 9 Battlefields trip
* Sixth Form representative trip to Aushwitz as part of our Holocaust Beacon School status
* Shakespeare at The Globe
* Art trips to galleries like the TATE
* Various cultural events and exhibitions
* MFL trips abroad
Through these and other opportunities students are encouraged to develop:
* an understanding of how citizens can influence decision-making through the democratic process
* 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 tolerated, and should not be the cause of prejudicial or discriminatory behaviour
* an understanding of the importance of identifying and combating discrimination.