British Values

English provides many varied opportunities to explore democracy. As part of our approach to spoken language we provide planned experiences for discussion and debate. We listen to and respect the views of others and reach a consensus of opinion by democratic means such as having class and group votes. This enables us to respect individual viewpoints but also to reach agreement and facilitates collective decision making.

The ability to follow rules; be that the conventions of writing e.g. spelling and grammatical rules; observing the rules which govern the structure of a particular type of written genre or simply the rules we use for speaking and listening that preserve the ability to take turns, focus on listening and be courteous, is at the heart of each and every English lesson.

All learning experiences at St Hugh of Lincoln Primary School including but not exclusively English are undertaken within a climate of mutual respect. Fostering and respecting individual, group and collective class ideas, opinions and also in terms of conduct and behaviour, which are also at the centre of all learning.

All learning experiences at St Hugh of Lincoln Primary School including but not exclusively English are undertaken within a climate of mutual respect. Fostering and respecting individual, group and collective class ideas, opinions and also in terms of conduct and behaviour, which are also at the centre of all learning.

Our English curriculum provides the opportunities for debate and discussion, for reading and writing activities which broaden life experiences and for developing understanding. By studying the fundamental ideas and principles of major faiths , their practices and beliefs our children develop their personal understanding and as a result their respect and tolerance of difference is enhanced.

Maths provides many opportunities to explore democracy and the rule of law. We take into account the views of others and learn about democracy through voting when collecting data to analyse.

Children follow class rules safely during tasks and activities to benefit everyone as well as understanding the consequences if rules are not adhered to.

We work within boundaries to make a safe and personal choice from a given selection during practical activities.

Children behave appropriately, allowing everyone involved the opportunity to work to the best of their ability. In addition, they take turns, sharing equipment, reviewing each other’s work respectfully and working collaboratively on projects whilst helping others.

Pupils use Maths to learn about different faiths and cultures around the world. For example, looking at patterns and shapes within Islam and Hindu religions.

Students work together practically in groups, which encourages them to share views and opinions and take instructions from others. There are opportunities to debate issues where students can share their opinions and listen to the views of others.

Students following classroom rules in relation to scientific equipment and investigations.

There are opportunities for students to work independently and make choices in a safe environment when carrying out investigations. There are opportunities to debate issues where students can share their opinions and listen to the views of others. Justifying conclusion from experiments, respecting other peoples’ results

Students work together practically in groups, which encourages teamwork and respect for others. There are opportunities to learn about scientific discoveries by a diverse range of people from our culture and other cultures. Students learn about the continual evolution of scientific ideas which occurs through the acceptance that different people have different ideas about a concept.

There are opportunities to consider conflict between religious beliefs and scientific understanding with respect and acceptance of people’s values.

Throughout our Computing curriculum, we endeavour to give pupils opportunities to focus on up-to-date, reallife issues. They are encouraged to take into account the views of others as well as sharing their thoughts and opinions on other’s work. Learners have the opportunity to select their programming challenge from a list of problems to resolve.

This is evident in the Computing curriculum through teaching the children about the importance of protecting themselves online. The children are taught about the positive aspects of using technology as well as the dangers that technology can pose to them. Information regarding who to speak to and how to report their concerns of anything online is regularly given to the children in lessons, assemblies and on the school website.

With challenges and expectation to complete a programming project, learners have the opportunity to express their ideas. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; for example in computing through our approach to Online Safety.

Children are taught how to positively use technology, with a particular focus to their online presence. They are taught to send positive messages when blogging, emailing or using social media platforms. Furthermore, peer assessment is used to encourage children to constructively edit and improve each other’s work; showing respect for the opinions and beliefs of their peers, which may differ from their own.

Tolerance is taught through our Computing curriculum by sharing information about other cultures with children. They are taught that technology is created all over the world and that it connects us globally.

In art the children ensure that they are aware of and consider the views and values of others, particularly when working collaboratively. We may take votes and hold discussions when making decisions about our work, and collaborative projects.

When using any equipment and materials in art the children are always aware of the classroom rules as well as the consequences of not following them. We always create a calm, creative environment for the children to express themselves safely.

In art, the children are able to express their individuality and creativity through the use of a range of materials. We give the children regular opportunities to make their own decisions and choices in their projects. Whilst making own choices, the children also know that there are boundaries and which must be respected.

Children can admire another child’s work by providing positive feedback on their peers’ work. Ideas and technique are often shared amongst the children. It is also discussed that art is a subject that can be viewed differently by each individual.

We use art as a creative way to experience festivals and traditions. We explore beauty and individuality through art and continue to do this within the faiths and beliefs of others.

When evaluating our pieces of work the children will be able to voice their opinion about what is good about their product and what could be improved next time. The children can vote on which product is the best for fulfilling the design criteria.

Children will follow instructions and equipment rules to make sure that they are acting safely when using equipment. The children understand the consequences if they do not follow the rules.

Our DT topics allow the children to create their own designs and are able to choose from a range of materials to make their product. The children are also given the opportunity to work collaboratively and express their view to others.

The children will discuss and evaluate their ideas with their peers and respond with respect even if it conflicts with their own. Our children are receptive to the advice from others. Before creating a design, research is conducted into products created by others giving the children a chance to appreciate and understand alternative ideas.

When completing the food and nutrition objectives, food from different cultures could be discussed as well as food that is accepted in particular faiths.

Geography provides many opportunities to explore and discuss views and thoughts. We have respect for our fellow pupils and encourage everyone to have the confidence to express their ideas and opinions regarding geographical issues such as pollution, environmental issues, water and globalisation.

In Geography, pupils examine different codes for living and consider the value of the rule of law where all people are equal before the law. Children are given the opportunities to explore and evaluate the outcomes of meetings such as those surrounding climate change. We also investigate how laws at a local and global scale can influence both the physical and human layout of the landscape and contribute towards population decline and growth in certain areas

Children explore their own individual liberty in terms of exploring their own career paths within Geography, having the freedom to pursue any further interests they may have. When comparing and contrasting locations children explore the people living in these environments and their own individual liberties.

Mutual respect is taught and given when children are expressing their opinions and beliefs about different geographical parts of the world and societies in them. Children are taught and encouraged to show respect to each other’s beliefs, feelings and opinions and share these on with the expectation that these must be listened to. Children will discuss what it means to be British and learn how to question and challenge stereotypes, respecting others opinions.

Children consider questions regarding how different cultures live and work throughout the world. Children have the opportunity to explore how areas have changed and how the diverse needs in society has changed them.

Music lessons provide an opportunity for pupils to freely express themselves, forming their own opinions about the music they listen to, and also in performance and composition tasks. Pupils may express their opinions and these are respected by others. They are involved in the process of choosing/voting for which songs/pieces they perform in class assemblies and concerts, or what music they listen to.

Teachers have high expectations of behaviour and will use positive affirmation and rewards to facilitate this approach to studying Music. Pupils are taught how to be an appreciative and supportive audience who listen attentively and appraise whilst others perform.

Our students are taught self-discipline. They are encouraged to work hard in order to be successful, showing persistence and believing that they can achieve anything if they set their minds to it. Pupils are able to freely express themselves through various composition and performance assignments.

Pupils take ownership for their behaviour and are encouraged to make sensible choices in lessons. They actively participate in decision-making concerning how an activity and the working environment may best be made safe. Pupils are encouraged to respect the individual abilities and performances of others during lessons and to give feedback in a positive manner. Children gradually develop respect and a greater understanding of their differences.

Pupils listen to and learn about the music of various other cultures and faiths and how music is used in them. Children compare music from a variety of times and cultures, observing the similarities and differences. They consider and honour the differences between themselves and others, showing understanding and respect for other cultures and beliefs. Our Music lessons and Singing practice provide opportunities for children to demonstrate how people can be brought together by music.

Physical Education provides a range of opportunities to explore democracy. Children work in teams devising plans, tactics and routines, whilst taking on different roles like captain. Children are able to freely express their views, thoughts and feelings.

During Physical Education lessons children follow rules to benefit everyone else. Children are aware of the consequences if rules are not followed correctly and the implications this has. Children devise and vote on rules when playing games. Children take on leadership roles such as referee and umpire. Children demonstrate exceptional social skills.

Through Physical Education children are allowed to believe, act and express one-self freely. Children develop life skills and values through taking part in a range of sports and activities. Children are confident to express their opinions and respect others views. Children feel safe and their views are listened to and accepted.

In PE lessons children behave appropriately, respecting their peers and adults helping them. Children are taught about the school games values including respect, honesty, teamwork, self-belief, passion and determination. Children are awarded “PE Star” in celebration of their success on the sports field. Children are taught about winning and losing showing good sportsmanship

Children use Physical Education to learn about different faiths and cultures around the world. Children researched the different countries that take part in cricket around the world. Children learn that people have different opinions and beliefs. The children are taught to understand, accept, respect and celebrate diversity (for example why footballers chose to take the knee before matches).

RHE provides many opportunities to explore democracy and the rule of law. We take into account the views of others and learn about democracy through voting when holding class debates and discussion. Also this decision making process is used extensively in such areas as the conduct of school and class councils

A part of school life our children follow school and class rules in order to ensure their personal safety and maximise learning. This is to the benefit of each and everyone within our school and they have a clear understanding of the consequences and sanctions if rules are not adhered to.

Within RHE there are many opportunities for children to foster and develop their creativity, both in spoken, drawn and written forms. They are given the confidence to share their individual contributions which are valued and celebrated at the class and whole school level, within half termly RHE whole school assemblies.

In all lessons, including but not exclusively RHE, children behave appropriately and this ensures that everyone is involved and has the opportunity to work to the best of their ability. Good manners are held in high regard and children for example take turns, share equipment, review each other’s work respectfully and have opportunities to work collaboratively on projects in a calm, supportive and respectful environment.

Children in RHE learn about different faiths and cultures around the world. In doing so they have a greater understanding of difference and so enhanced tolerance and respect for a wider range of beliefs and practices.

The R.E. classroom must be a democratic classroom where all pupils have an equal right to be heard and democracy is modelled by the teacher and expected of every pupil.

In R.E., pupils examine different codes for living and consider the value of the rule of law where all people are equal before the law.

Children will learn that Religion is a good case study of the balance between individual liberty and the greater good. Prayer leaders deliver class worship fortnightly.

Children learn about other religions during multi faith weeks and are taught respect and understanding for the cultures, beliefs, opinions and traditions of others. Mutual respect is taught and given when children are expressing their opinions and beliefs. Children are taught and encouraged to show respect to each other’s beliefs, feelings and opinions and an expectation is that these must be listened to.

Children consider questions about identity and belonging. Children learn about the main religions and are taught respect and understanding for the cultures, beliefs, opinions and traditions or others. Class and whole school assemblies also help to contribute to the knowledge of special occasions, beliefs and customs. R.E. can challenge pupils to be increasingly respectful and to celebrate diversity of different cultures, faiths and beliefs.

Within history lessons, the classroom must be a democratic classroom where all pupils have an equal right to be heard and democracy is modelled by the teacher and expected of every pupil. Children will consider what it was like for individuals during different time periods and consider themselves in the positions of others and the concept of fairness. Pupils study periods of history that saw the first democracy such as the early civilizations and the ancient Greeks.

Children will be provided with opportunities to explore issues around the rule of law or the lack of rule of law in the UK and other countries. Children follow class rules safely during tasks to benefit everyone as well as understanding the consequences if rules are not adhered to.

History provides many opportunities for children to explore the concept of individual freedom and limitations on freedom. For example the lack of individual liberty in Germany during WW2.

Children are taught and encouraged to show respect to each other’s beliefs, feelings and opinions by giving each child a chance to share these with the expectation that these must be listened to. When discussing what it means to be British and how this is demonstrated in different historical time periods, children can celebrate our heritage whilst embracing the similarities which bind us together. Children contribute to debates where they learn to listen and respect the views of others.

Children form questions about identity and belonging when learning about different religious beliefs during different historical periods. When comparing people during different time periods and how they lived, children will consider the effects of religion on their lives and the impact on society. We celebrate British events and times of siginificance in Britain such as the Queen’s jubilee, Remembrance Day, marriages/ births within the Royal Family. We strive to teach about a range of historical figures from a range of backgrounds and religions.