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FUNDAMENTAL BRITISH VALUES

British Values |

- NOTHING WE DO IS LEFT TO CHANCE -

The definition of British Values was set out by the government in the 2011 Prevent Strategy, and added to Ofsted inspection guidance in 2014 to create and enforce a clear and rigorous expectation on all schools to promote fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

We prepare pupils for modern Britain by placing opportunities in their path to immerse, engage and learn about themselves, others and the wider world.


MEANINGFUL GOLDEN THREADS OF BRITISH VALUES

Reading and writing spine 

The reading and writing spine of the St. Mary’s Partnership offers a rich opportunity to embed and teach the Fundamental British Values (FBV) of democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. Here's an analysis based on the book spine:

Democracy:
  • Texts Promoting Voice and Inclusion: Books like "The Day the Crayons Quit" encourage pupils to understand the importance of everyone having a voice and the need for dialogue and compromise, directly mirroring democratic principles.
  • Opportunities for Debate: The spine includes texts that can inspire discussions, such as "One Plastic Bag" (environmental activism) or "The Great Fire of London" (historical cooperation). Writing tasks, such as persuasive letters and discussions, nurture critical thinking and articulate reasoning, essential skills in democratic processes.
The Rule of Law:
  • Stories Exploring Justice: Texts like "Robin Hood" and "The Pied Piper of Hamelin" explore concepts of justice and consequences of actions, aligning well with discussions on laws and fairness.
  • Structured Outcomes: Writing activities like instructions, recounts, and explanation texts mirror the importance of structure, order, and clarity, which align with the principles of rule and governance.
Individual Liberty:
  • Personal Expression: Books such as "The Colour Monster" encourage emotional literacy and self-expression, fostering a sense of individual freedom. Similarly, "Mae Among the Stars" highlights the importance of pursuing dreams and believing in one’s potential.
  • Diverse Writing Choices: Tasks that allow children to create alternative endings or craft their own stories, as seen in books like "George’s Marvellous Medicine", promote creativity and self-directed learning, reinforcing individual liberty.
Mutual Respect:
  • Celebrating Diversity: Texts like "Coming to England" and "We Are All Wonders" highlight stories of inclusion, respect, and valuing differences. These texts nurture empathy and understanding through both their narratives and the discussions they can inspire.
  • Collaborative Activities: Group-based writing projects, discussions, and reflections foster teamwork and respect for differing perspectives.
Tolerance of Those with Different Faiths and Beliefs:
  • Representation of Cultures and Beliefs: The inclusion of books like "The Nativity", "Cinderella of the Nile", and "Wangari’s Tree of Peace" ensures exposure to various cultural and religious narratives. This allows for rich classroom discussions about respect and tolerance for others’ beliefs.
  • Comparative Activities: Writing tasks such as comparative reports or character reflections provide opportunities to discuss similarities and differences among cultures and beliefs.
Broader Impact:

The spine integrates themes such as environmental stewardship ("The Flood", "Song of the Dolphin Boy"), historical resilience ("Letters from the Lighthouse"), and empathy ("The Boy Who Unplugged the Sea"). The alignment of writing outcomes with texts ensures that pupils are not only consuming these values but actively engaging with and reflecting on them.

Utilisation of Texts:
  1. Cross-Curricular Links: Many texts (e.g., "Floodland" linked to geography or "Moth" to science) allow for discussions on British Values within broader topics.
  2. Interactive Strategies: Incorporating role-play (e.g., debating as characters), diary writing in historical contexts, and designing persuasive campaigns helps children internalise FBVs through practical engagement.
  3. Reflective Practices: Journals and letters, such as encouraging Wangari Maathai or reflecting on the actions of Paddington, help pupils connect their understanding to real-world contexts.

This reading spine has been thoughtfully designed to support FBVs, and with deliberate implementation, it can provide a robust foundation for embedding these values across the partnership schools.


PRECISE PERSONAL DEVELOPMENT OPPORTUNITIES

TO IMPROVE AWARENESS, RESPONSIBILITY AND CHARACTER DEVELOPMENT

Our curriculum enhancement opportunities and character development curriculum within the St. Mary’s Partnership, strongly reinforce the school's work on instilling the Fundamental British Values (FBV) of democracy, the rule of law, individual liberty, mutual respect, and tolerance of those with different faiths and beliefs. Here's an analysis of how these are supported:


Democracy
  • Black History Teacher Guide: Activities such as debating the fairness of historical representation (e.g., statues of Black Britons) and podcasts discussing whether Black British history is sufficiently covered in the curriculum teach pupils to express opinions, listen to others, and engage in democratic dialogue​.
  • Active Lunchtimes: The choice of activities and involvement of Sports Leaders to mediate participation emphasises inclusion and decision-making, reflecting democratic principles​.
  • Character Curriculum: Characters like "Community Chloe" highlight civic engagement and responsibility, encouraging pupils to participate in decisions and actions benefitting the community​.

The Rule of Law
  • Sustainability Guide: Activities like creating action plans to reduce energy waste and improve water usage introduce pupils to rules that govern behaviour for the common good, mirroring the principle of the rule of law​.
  • Active Lunchtimes: The Golden Rules for activities (e.g., sharing, being respectful, and being safe) model the importance of rules for maintaining order and fairness in society​.

Individual Liberty
  • Black History Week: Personalised projects such as creating Kente cloths or composing poems give children the freedom to express their identity and heritage, fostering individual liberty​.
  • Character Curriculum: The emphasis on independence, through activities like residential trips and self-reflection, empowers pupils to make choices and develop a sense of personal agency​.
  • Sustainability Guide: The opportunity for pupils to lead their own environmental initiatives (e.g., designing a wildflower meadow or creating recycling sculptures) further strengthens their sense of freedom and responsibility​.

Mutual Respect
  • Black History Teacher Guide: The curriculum encourages understanding and celebration of diversity through storytelling, art, and discussions about racism and equality, fostering respect for others' contributions and struggles​.
  • Active Lunchtimes: Zones like the "Quiet Zone" allow pupils to relax and respect others' need for calm spaces, while group activities promote teamwork and mutual respect​.
  • Character Curriculum: Community-focused initiatives like intergenerational clubs teach children the importance of respecting and helping others, particularly the elderly​.

Tolerance of Those with Different Faiths and Beliefs
  • Black History Teacher Guide: By exploring the lives and contributions of diverse historical figures, pupils are taught to value and respect different cultural and historical perspectives​.
  • Character Curriculum: Values like compassion and spirituality are woven into daily life, teaching pupils to appreciate differences and challenge discrimination​.
  • Sustainability Guide: Lessons on global citizenship and local biodiversity highlight interconnectedness and respect for the planet, which includes respecting diverse cultures' contributions to sustainability​.

  • The combination of curriculum-enhancing opportunities (e.g., Black History Week, Sustainability Week, Active Lunchtimes) and the Character Curriculum ensures that FBVs are not only taught but lived through practical, engaging activities. Pupils learn these values by doing, reflecting, and contributing to both their school and the wider community.
  • The focus on real-world issues, such as environmental activism, racism, and historical fairness, allows pupils to apply FBVs to contemporary contexts, ensuring relevance and long-term retention.