1 / 15

Promoting British Values in Schools

Promoting British Values in Schools. Outcomes for Session. The outcomes for this session will enable teachers to:- Explore their own values and those of others and consider how these might affect their professional practice Reflect on the methods used to develop the SMSC development of pupils

mcgreevy
Télécharger la présentation

Promoting British Values in Schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Promoting British Values in Schools

  2. Outcomes for Session The outcomes for this session will enable teachers to:- • Explore their own values and those of others and consider how these might affect their professional practice • Reflect on the methods used to develop the SMSC development of pupils • Consider the content of the Guidance document – Promoting fundamental British values as part of SMSC in schools Nov 2014 https://www.gov.uk/government/news/guidance-on-promoting-british-values-in-schools-published

  3. Introduction & Context Why are we talking about this now? In fact ‘Values’ have been considered/discussed & applied in teaching and learning (PSHE/Citizenship/Humanities/RE) settings for many years and in various ways, however it has come to the forefront as a topic in schools due to Government Policy & due to events/circumstances that have caused the Government to re-consider how we (as professionals) support children/young people in dealing with and responding to the development of their values.

  4. Timeline of Events & Corresponding Publications/documents EVENTS • 9/11 – September 2001 Twin Towers Terrorist attack • 7/7 – July 2005 London Bombings • Nov 2014 -BBC Reported ‘Radicalisation Risk at 6 Muslim private schools in east London, says Ofsted’ PUBLICATIONS • Equalities Act 2010 • The Prevent Strategy – 2011 • Promoting Fundamental British values as part of SMSC in Schools – November 2014 • Ofsted Inspection – May 2019

  5. Explore your own values and those of others and consider how these might affect your professional practice • Diamond 9 Activity (Individual) Put the following set of 9 words in the order that you consider to be most important (at the top of the diamond) to least important at the bottom TRUST, RESPECT, INTEGRITY, HONESTY, FAIRNESS, TOLERANCE, COMMITMENT, EQUALITY, SERVICE Would you want to change one of the words for a different word not represented here?

  6. Diamond 9 Activity Look at other colleagues diamonds Where have colleagues placed their words? Consider the difference and diversity demonstrated in the group. Would you consider that the ‘value words’ are representative of fundamental British values? What are British Values?

  7. What are British values? • Democracy • The rule of law • Individual liberty • Mutual respect and tolerance of those with different faiths and beliefs.

  8. In the context of a school setting – if your professional values were different from other colleagues or were not the same as those of the SLT how might you manage the situation? Would anyone like to share a real situation – conflict between personal/professional values – how was it resolved?

  9. DfE – Teachers’ Standards Personal & Professional conduct Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: •  not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs •  ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665520/Teachers__Standards.pdf Updated June 2013

  10. PSHE education fulfills the statutory duties on schools2.1 of the National Curriculum states:Every state-funded school must offer a curriculum which is balanced and broadly based and which:-*promotes the SMC mental and physical development of pupils at the school and of society* prepares pupils at the school for the opportunities, responsibilities and experiences of later life

  11. Guidance DocumentPromoting fundamental British values as part of SMSC in schools Schools should promote:- Democracy A system of government in which power is vested in the people, who rule either directly or through freely elected representatives. Note: Democratic institutions, such as parliaments, may exist in a monarchy The rule of law Rule of Law Definition: That individuals, persons and government shall submit to, obey and be regulated by law, and not arbitrary action by an individual or a group of individuals.

  12. Individual liberty The liberty of those persons who are free from external restraint in the exercise of those rights which are considered to be outside the province of a government to control — compare civil liberty, political liberty Respect & tolerance of those with different faiths and beliefs Religious toleration is when people allow other people to think or practice other religions and beliefs. In a country with a state religion, toleration means that the government allows other religions to be there.

  13. Examples of actions that a school can take Read through the 5 examples (bullet points) given in the guidance document (page 6) https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf

  14. Resources www.gogivers.orgGo-Givers is a cross-curricular educational programme that supports children’s Spiritual, Moral, Social and Cultural (SMSC) learning. The programme focuses on raising standards across the curriculum by stimulating children’s imaginations, developing empathy and providing opportunities for critical thinking and problem solving. PSHE Association – Scheme of Work Planning Toolkit for Key Stages 1 and 2 PSHE Association – Character Curriculum – Developing Me - Values A child friendly version of the Declaration of the Rights of the Child can be found at: https://www.unicef.org.uk/rights-respecting-schools/resources/teaching-resources/teaching-resources-for-schools/

  15. Discuss the role/work of the Youth Parliament http://www.ukyouthparliament.org.uk/ http://www.parliament.uk/education/teaching-resources-lesson-plans/ http://www.parliament.uk/documents/education/online-resources/printed-resources/diversity-role-models-lesson-plan-ks2.pdf https://schoolsonline.britishcouncil.org/accreditation-and-awards/international-school-award%20

More Related