British Values

Democracy

• To understand and respect the democratic process
• To understand how they can influence decision making through a democratic process
• To understand how to argue and defend a point of view
• To understand the importance of team work

• Parent council
• Annual pupil survey
• At the beginning of each topic, children are asked ‘What do I know already and what do I want to learn?’
• Learning to learn week at the beginning of each year – Children discuss and decide how to be effective learners together / how to create a positive learning environment for one another.
• Children contribute as a whole class at the beginning of the year to golden class rules, in addition to the school rules.

Moral strand of our PSHE&C curriculum:

1. Begin to exercise choice and the right to decide
2. Begin to discuss and debate topical issues in both small and larger groups
3. Begin to contribute to the life of the class & school; e.g. classroom & library monitors
4. Become aware of and respect the different opinions of others
5. Offer simple ideas or opinions about real school issues.
6. Be confident to try new activities, initiate ideas and speak in a familiar group.
7. Consider the consequences of their words and actions for others.

P.E and school sport:

1. Team games taught for striking & fielding, net and invasion games
2. Team games and working with others developed at playtimes- linked to P.E. lessons
3. Athletics
4. A range of extra-curricular activities

The rule of law

• Ability to recognise the difference between right & wrong and apply this to their own lives
• Ability to accept responsibility for their behaviour
• To understand the consequences of their behaviour and actions
• Ability to resolve conflicts effectively
• Understand how they can contribute positively to the lives of those living and working in the locality and society more widely
• To understand that living under the rule of law protects them and is essential for their well-being and safety

• H/T assemblies focus upon the School’s Golden Rules
• Behaviour ladder system used in all classrooms to manage learning behaviours
• Yearly police talks / emergency services visits
• Star of the week
• Classroom rules
• Circle time discussions
• Individual behaviour/management plans
• Restorative Justice

Moral strand of our PSHE&C curriculum:

1. Begin to manage their feelings in a positive way
2. Understand how rules help them; e.g. School’s Golden Rules, classroom learning rules
3. Agree and follow rules for their groups and classroom
4. Begin to respect property- personal and public
5. Begin to recognise the difference between right and wrong
6. Begin to understand behaviours which are helpful and unhelpful to make all children feel safe and happy
7. Begin to set personal goals
8. Begin to understand the roles of others in society e.g. people in our local community/people who help us.

Individual liberty

• To understand rights & responsibilities

• School’s Golden Rules
• Behaviour ladder system used in all classrooms to manage learning behaviours
• Circle time discussions
• Classroom rules

Citizenship strand of PSHE&C curriculum:

• Begin to know about different groups they belong to and the important people and roles within them.
• Begin to develop a sense of responsibility and set a personal target.
• Offer simple ideas or opinions about real school issues.
• Begin to understand the rights and responsibilities of children.
• Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others.
• Consider the consequences of their words and actions for others.

Mutual respect

&

Tolerance of those with different faiths and belief

• Reflective about their own beliefs, religious or otherwise that inform their interest in and respect for different people’s faiths, feelings and values
• Reflective about their own experiences
• Interest in investigating and offering reasoned views about moral and ethical issues and being able to understand and appreciate the viewpoints of others
• Use a range of social skills in different contexts, including working and socialising with pupils from different religions, ethnic and socio-economic backgrounds
• Participate in a variety of communities and social settings, cooperating well with others
• Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
• Understand, accept, respect and celebrate diversity as shown by their tolerance and attitudes

Signs around the school in other languages (classrooms and communal areas)

• School’s Golden Rules
• Behaviour ladder system used in all classrooms to manage learning behaviours
• ‘Wonderful World of me’ displays in all classrooms
• Equality action plan-updated annually
• Children working in all curriculum areas in different groupings
• Diversity within the school personnel
• Monitoring of bullying and prejudiced based incidents by type
• BME working party
• Participation of community based activities; i.e. Brighton Festival, Dance at the Dome
• Photos of children from all ethnicities used in classroom displays.

Moral strand of our PSHE&C curriculum:

• Identify and respect similarities and differences between people including physical appearance, culture, family, religion and language
• Begin to know what bullying is, that there are different types of teasing and bullying and that bullying is hurtful and wrong
• Learn how to respond  appropriately to bullying
• Respond positively to the diversity and similarity of individuals and groups, including questioning stereotypes
• Have a positive self-image and show that they are comfortable with themselves.
• Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others.

R.E. curriculum:

1. Parent/carers invited in to talk about Diwali, Ramadan
2. Children sharing experiences of different festivals
3. To understand beliefs and teachings
4. To understand practices and lifestyles
5. To understand how beliefs are conveyed
6. To explore family routines and customs
7. To reflect
8. To understand values
9. To talk about similarities and differences between families, communities and traditions
10. Visits to different places of worship

French curriculum:

1. To understand the French culture
2. To know the similarities and differences between themselves and others and among families, communities and traditions

History curriculum:

1. To investigate and interpret the past
2. To build an overview of world history

Geography curriculum:

1. To map where all families live/from
2. To compare the local area with Africa

• We have robust safeguarding, e-safety, SMSC and Race equality policies
• We promote a positive sense of identity and belonging through our RE and PSHE policies
• We follow the faith schools guidance
• We identify and recording any racist incidents
• We challenge racism
• We foster positive engagement with parent/carers

We provide staff training to ensure that staff know what to look out for and who to report to when children are identified as being at risk of radicalisation