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SMSC and British Values

SMSC

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BRITISH VALUES

Introduction

As of September 2014, the DfE requires all schools to promote the historical and current values that underpin the national identity known as “being British”.  Within this, schools are required to ensure that their curriculum actively promotes these fundamental British values.

At St Dominic’s School we aim to provide all pupils and students with an environment that allows them to:

  • Achieve ambitious goals and live life to the full.
  • Understand the world they live in and the important part they play in their school, local and wider community.
  • Develop an understanding of what it means to be British and the extent British values are similar and or different to the values and laws of other countries.
  • Promote pupils’ and students’ social, moral, spiritual and cultural development. 

At St Dominic’s School – and in line with the individual pupils’ and students’ capacity to understand the concepts and ideas – stakeholders work together to promote pupils’ and students’ understanding of what “being British” means.

 British Values

  

The school aims to:

 

Promote democracy by:

· Providing pupils and students with a broad general knowledge of, and promote respect for, public institutions and services.

· Teaching pupils and students about how they can influence decision-making through the democratic process.

· Including in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain.

· Encouraging pupils and students to become involved in decision-making processes and ensure they are listened to in school.

· Holding ‘mock elections’ so pupils and students learn how to argue and defend points of view

· Helping pupils and students to express their views.

· Teaching pupils and students how public services operate and how they are held to account

· Modelling how perceived injustice can be peacefully challenged.

 

 Promote rule of law by:

· Ensuring that school rules and expectations are clear and fair.

· Helping pupils and students to distinguish right from wrong.

· Helping pupils and students to respect the law and the basis on which it is made.

· Helping pupils and students to understand that living under the rule of law protects individuals.

· Including visits as part of the curriculum offer, for example, the Police

· Teaching pupils and students aspects of both civil and criminal law and discuss how this might differ from some religious laws.

· Developing restorative justice approaches to resolve conflicts.

 

Promote individual liberty by:

· Supporting pupils and students to develop their self-knowledge, self-esteem and self-confidence.

· Encouraging pupils and students to take responsibility for their behaviour, as well as knowing their rights.

· Modelling freedom of speech through pupil and student participation, while ensuring protection of vulnerable pupils and students and promoting critical analysis of evidence.

· Challenging stereotypes

· Implementing a strong anti-bullying culture

 

Promote respect and tolerance by:

· Promoting respect for individual differences.

· Helping pupils and students to acquire an understanding of, and respect for, their own and other cultures and ways of life.

· Challenging prejudicial or discriminatory behaviour.

· Organising visits to places of worship.

· Developing links with faith communities.

· Developing critical personal thinking skills.

· Discussing differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers.

 

Assessment

The school assesses and monitors pupils’ and students’ spiritual, social, moral and cultural development through the school’s assessment system” Learning and Thinking skills” through the myself and others strand of the Needs Led Curriculum.   As part of the review process, pupils’ and students’ areas for development are identified and form part of their Personal Learning Plans.  Staff use these plans to inform the planning of their lessons.  Progress against each pupil’s and student’s targets is monitored at the end of lessons, during form time and Annual Reviews.

 

Appendices

Teaching and Learning

Every school is expected to ensure that its curriculum enables the pupils and students to explore what it means to be British.  At St Dominic’s School, staff plan opportunities to ensure that pupils and students are able to:

· describe their 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.

 

Activity Examples

In line with their special educational needs, the pupils and students are encouraged to describe themselves to other people:

  • What they like doing
  • What they are good at
  • What they believe
  • What clubs they attend
  • Identify a celebrity who they think is typically British
  • Understand how Britishness differs from being English, Scottish, Irish or Welsh
  • With support, outline the qualities they believe best represent Britishness
  • Identify where they form their opinions from (media, family, holidays, etc).

  

Pupils and students are also given the opportunity to: 

  • Evaluate a range of statements about Britishness and state if they are fair
  • Explore the value of over-generalisations about people and the pitfalls of stereotyping
  • Explore examples of what other people say about the British (stereotypical) and consider which of the stereotypes are negative or positive.  
  • Understand why they think other people have these stereotypes of Britishness.