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British Values

From September 2014, the DfE required all schools to promote the historical and current values that underpin British National Identity. Within this, all schools are required to ensure that the curriculum actively promotes these fundamental British values.

Schools will be expected to focus on, and be able to show, how our work with pupils is effective in embedding fundamental British values.

What are British values defined as:

  • Respect for democracy and support for participation in the democratic process
  • Respect for the basis on which the law is made and applies in England
  • Individual liberty, support and respect for the liberties of all within the law
  • Respect for and tolerance of different faiths and religions and other beliefs

What does ‘Actively promote …’ mean?

  • Focus on, and show how, the school’s work is effective in securing these values
  • Challenging pupils , parents and carers  who express opinions contrary to British values

Promoting British values at Holy Family

We agree with the Department for Education’s five-part definition of British values:

• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

At Holy Family students will encounter these principles throughout everyday school life. The curriculum is mapped in detail across the whole school. Listed below are some examples of how we promote these values in our school community:

Democracy

Pupil voice is significant in regards to life at Holy Family. Our student leadership team plays a strong role in our school.  Some are elected by their class peers and are involved in making the school a better place to learn.  Pupils have a great amount of input in regards to what and how they learn, which promotes pupil voice. For example, all subject areas carry out a student voice questionnaire. Teachers then analyse and reflect on the results and this is used in teacher’s future planning. We know that the structure of the student leadership programme and the active participation of our students will develop students understanding of democracy in the future.

The Rule of Law                    

Our pupils will encounter rules and laws throughout their entire lives. We want our pupils to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to. This understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. The involvement of our pupils in the creation of the school rules helps them to understand the reasons behind the rules and the consequences if they are broken. Through philosophical enquiry in our philosophy for learning lessons, we allow opportunity to debate and discuss the reasons for laws so that children can recognise the importance of these for their own protection. Throughout the year we welcome visits from members of the wider community including the police, war veterans, the fire brigade and many more. We believe that clear explanations and real life stories emphasise the importance of the rule of law for our pupils.

Individual Liberty

We invest a great deal of time in creating a positive culture in our school, so that children are in a safe environment where choices and freedoms are encouraged.

We encourage children to choose the pathways that will challenge them, giving them more freedom to determine their own learning and we offer a wide range of options at Key Stage 4 and Key Stage 5. We offer a wide range of clubs and school trips which pupils have the freedom to choose from, based on their interests.

We believe that valuing choice and freedom in daily school life will encourage a value for individual liberty when they leave Holy Family.

Mutual respect

Mutual respect is at the heart of our school life. Students learn to treat each other and staff with great respect. This is reinforced through the schools 'PRIDE expectations. Evidence of mutual respect can be recognised in all aspects of school life when walking around the school during lunch/break times and in the classrooms.

Tolerance of those of different faiths and beliefs

At Holy Family we promote the multicultural city that are students live in visiting places around our city to promote tolerance. We offer a diverse curriculum in which all major religions are studied and respected. We promote tolerance in daily collective worship. We believe that giving student’s knowledge about other faiths and beliefs helps with their understanding and therefore they are able to demonstrate tolerance

Teaching and Learning

Every school is expected to ensure that its curriculum enables the pupils to explore what it means to be British.

Within this, schools are encouraged to develop the pupils’ ability to:

  • describe their own identities and the groups that they feel they belong to;
  • recognise different identities and experiences;
  • appreciate that identity consists of many factors;
  • recognise that each person’s identity is unique and can change;
  • begin to understand the idea of stereotypes.

 

British Values at Holy Family.

British values are embedded in the following subjects:

British values in Religious Education

Democracy

Year 8 - explore the dangers of a dictatorship through the holocaust.

Year 11 - study why Christians should vote.

Tolerance

Year 7 - Hinduism.

Year 8 - Judaism.

Year 9 - Islam.

Year 11- Community cohesion.

Rule of Law

Year 7 - Roman rule of Palestine.

 Year 8 - The importance of rules and laws through 10 commandments.

Year 11 - Crime and punishment.

British Values in Geography

Africa:

The students learn about our relationship with the international community, how other countries view us and how other countries are different compared to us. Therefore recognising what distinguishes us as British and identifying the similarities and differences between the countries. Using these as discussing points.

 

#7 billion topic:

Through the study of China's one child policy and the removal of Human rights within the country. Students are to recognise that in an unequal world; not everyone has rights.

Globalisation:

Students are taught to be open minded and not insular whilst studying the challenges that come with globalisation. This will allow them to appreciate the alternative viewpoints and investigate the winners and losing of the world becoming smaller.

Geography in the news:

Used to create an awareness of global issues. Using the case studies of Ebola and global famine and investigate ways in which we can help. Students are to understand that geography is around us every day in the news and it is the used by teachers to use current issues to help the students understand the complexities of the modern world in a geographical context.

British Values in Business Studies

Democracy  

Through studying the Enterprise Act and link it to the business planning unit. In this unit the student’s study where the government encourage competition but this law makes it illegal to undertake anti-competitive practices. (The UK government believe that the consumers should decide the need for a product or a service)

In the Communism vs. democracy the students study how the government regime affects the supply and demand of products globally. They are used to compare Communism in China vs. the Free Market Economy in the USA.

The rule of law

British Laws focussing on:-

  • Consumer protection
  • Employment Legislation

The effects of TURER (Trade Union Reform Employment Regulations)

Students study how M Thatcher changed the power of the trade unions in the workplace and its effect on the UK economy.

EU v UK legislation and its economic impact.

The global impact of treaties such as the Kyoto Protocol.

Individual liberty

Students learn about a range of laws and legislation relating to business:

  • Race Relations Act

Specific legislation focussing on:-

  • Equality Act
  • Sex discrimination Act
  • Disability Discrimination Act

Mutual respect

The different leadership styles and how they should be adopted to suit the role of the employee and the nature of the task involved. Leadership styles studied:

  •    Autocratic
  •               Democratic
  •                Laissez-Fayre
  •        Paternalistic

Tolerance of those with different faiths and beliefs.

Cultural values and how the UK needs to appreciate the Global values i.e. employing people of differing faiths and making allowances for their beliefs in the workplace

British methods of working (British) Vs Eastern methods of working (Japan/China BRIC Economies).

 

British Values in History

Teaching topics that reinforce British values

Topics that reinforce British values:      

  •     The Norman Conquest
  •     The English Civil war
  •     The Trans--‐Atlantic Slave Trade
  •     Suffrage for Women
  •     The Cold War
  •     Civil Rights in the USA.

 These units of work allow students to

  •                                The establishment of law and order in Britain and other nations across historical periods
  •                                The development of individual opinions
  •                               The importance of utilising the right to vote
  •                               The ability to think critically, engage in discussions and question events and beliefs

 

British Values in Music

Mutual respect

·         Students work in groups and learn to cooperate, listen to other viewpoints and persuade others accepting differing points of view.

British Values at Holy Family.

British values are embedded in the following subjects:

British values in Religious Education

Democracy

Year 8 - explore the dangers of a dictatorship through the holocaust.

Year 11 - study why Christians should vote.

Tolerance

Year 7 - Hinduism.

Year 8 - Judaism.

Year 9 - Islam.

Year 11- Community cohesion.

Rule of Law

Year 7 - Roman rule of Palestine.

 Year 8 - The importance of rules and laws through 10 commandments.

Year 11 - Crime and punishment.

British Values in Geography

Africa:

The students learn about our relationship with the international community, how other countries view us and how other countries are different compared to us. Therefore recognising what distinguishes us as British and identifying the similarities and differences between the countries. Using these as discussing points.

#7 billion topic:

 Through the study of China's one child policy and the removal of Human rights within the country. Students are to recognise that in an unequal world; not everyone has rights.

Globalisation:

Students are taught to be open minded and not insular whilst studying the challenges that come with globalisation. This will allow them to appreciate the alternative viewpoints and investigate the winners and losing of the world becoming smaller.

Geography in the news:

Used to create an awareness of global issues. Using the case studies of Ebola and global famine and investigate ways in which we can help. Students are to understand that geography is around us every day in the news and it is the used by teachers to use current issues to help the students understand the complexities of the modern world in a geographical context.

 British Values in Business Studies

Democracy  

Through studying the Enterprise Act and link it to the business planning unit. In this unit the student’s study where the government encourage competition but this law makes it illegal to undertake anti-competitive practices. (The UK government believe that the consumers should decide the need for a product or a service)

In the Communism vs. democracy the students study how the government regime affects the supply and demand of products globally. They are used to compare Communism in China vs. the Free Market Economy in the USA.

The rule of law

British Laws focussing on:-

·         Consumer protection

·         Employment Legislation

The effects of TURER (Trade Union Reform Employment Regulations)

Students study how M Thatcher changed the power of the trade unions in the workplace and its effect on the UK economy.

EU v UK legislation and its economic impact.

The global impact of treaties such as the Kyoto Protocol.

Individual liberty

Students learn about a range of laws and legislation relating to business:

·         Race Relations Act

Specific legislation focussing on:-

·         Equality Act

·         Sex discrimination Act

·         Disability Discrimination Act

·         Equality Act

·         Sex discrimination Act

·         Disability Discrimination Act

Mutual respect

The different leadership styles and how they should be adopted to suit the role of the employee and the nature of the task involved. Leadership styles studied:

·         Autocratic

·         Democratic

·         Laissez-Fayre

·         Paternalistic

Tolerance of those with different faiths and beliefs.

Cultural values and how the UK needs to appreciate the Global values i.e. employing people of differing faiths and making allowances for their beliefs in the workplace

British methods of working (British) Vs Eastern methods of working (Japan/China BRIC Economies).

British Values in History

Teaching topics that reinforce British values

Topics that reinforce British values:

           

·         The Norman Conquest

·         The English Civil war

·         The Trans--Atlantic Slave Trade

·         Suffrage for Women

·         The Cold War

·         Civil Rights in the USA.

 These units of work allow students too

·         The establishment of law and order in Britain and other nations across historical periods

·         The development of individual opinions

·         The importance of utilising the right to vote

·         The ability to think critically, engage in discussions and question events and beliefs

British Values in Music

Mutual respect

·         Students work in groups and learn to cooperate, listen to other viewpoints and persuade others accepting differing points of view.

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Mr M Symes,

Holy Family Catholic High School

 Virgins Lane.

Thornton,

L23 4UL

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sample0151 924 6451

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         Tel: 0151 932 6106
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