British Values and Cultural Capital

Examples of British Values throughout school

• How do we promote Democracy?
  • Teach pupils how they can influence decision-making through the democratic process – e.g. through the work of our School Council.
  • Encourage pupils to become involved in decision-making processes and ensure they are listened to in school – again through the work of the School Council.
  • Help pupils to respectfully express their views e.g. through English lessons and opportunities to present work and opinions.
  • Ensure school rules and expectations are clear and fair e.g. by discussing these with pupils and establishing classroom rules with the pupils themselves.
  • Help pupils to respect the law and the basis on which it is made e.g. by showing how rules help everyone to interact in an orderly and fair manner and protect the vulnerable in society.
  • Include visits from the police in the curriculum e.g. have sessions with the Community Police Officers, visits from the Fire Service. Develop approaches focused on fairness and justice to resolve conflicts e.g. as part of sanctions in our approach to behaviour.
  • Support pupils to develop their self-knowledge, self-esteem and self-confidence e.g. through all areas of teaching and learning in school.
  • Challenge stereotypes e.g. through Personal Social Health Education (PSHE) and Collective Worship and within subjects.
  • Promote respect for individual differences in all areas of learning and interaction.
  • Challenge prejudicial or discriminatory behaviour e.g. through discussion and use of illustrative materials as well as our approach to behaviour in school.
  • Develop critical personal thinking skills throughout our curricular work.
  • Discuss differences between people, such as differences of family situations, such as looked-after children or young carers e.g. through our PSHE and broader curricular work and through visitors to school sharing their experiences.
  • Organise visits to places of worship e.g. visits to the local churches and other diverse places of worship, as appropriate to the curriculum.
  • Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life e.g. through our Religious Education curriculum and PSHE.
• How do we promote Respect and Tolerance?
  • Implement a strong anti-bullying culture – as enshrined in our policies for Anti-Bullying and Behaviour.
  • Encourage pupils to take responsibility for their behaviour, as well as knowing their rights e.g. through all of their interaction with adults and each other in school, following ‘Statements to Live By ‘programme.
• How do we promote Individual Liberty?
  • Ensure School Rules are displayed in classrooms and in the school hall and discussed regularly
  • Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws.
  • Help pupils to understand that living under the rule of law protects individuals
  • Help pupils to distinguish right from wrong e.g. during everyday interactions and discussions of stories, fables and other literary materials.
• How do we promote the Rule of Law?
  • Model how perceived injustice can be peacefully challenged e.g. through our interactions with pupils and the school’s behaviour system and discussing scenarios in Collective Worship and Circle Time.
  • Hold ‘mock elections’ so pupils learn how to argue and defend points of view e.g. when electing representatives to the School Council for each class and when appointing ‘Buddies’ to work in school.
  • Include in the curriculum information on the advantages and disadvantages of democracy and how it works in Britain – e.g. when considering periods of history where democracy was not as fully developed as it is now.
  • Provide pupils with a broad general knowledge of, and promote respect for public institutions and services through discussing these whenever appropriate in curriculum work.

• The following activities are educational advantageous in adding to a child's cultural capital:
  • Listening to a wide range of music
  • Reading a range of books including fiction and non-fiction
  • Learning to play an instrument
  • Going to museums and having educational experiences
  • Visiting town, city and rural locations
  • Going on holidays abroad
• At St. Mary’s RC First School we help children embed cultural capital within our curriculum by providing children with the following opportunities:
  • School trips
  • The opportunity to learn an instrument
  • Exposure to a wide range of books
  • Exposure to different types of music including world and classical music
  • Develop an understanding of the world by exposing children to experiences and people outside of their usual family and community
  • Forest school experiences and learning outdoors
• Through our curriculum intent, implementation and impact we ensure that cultural capital is being considered and included, in the form of:
  • An emphasis on the arts for example, music, art and DT.
  • Lunchtime clubs
  • After school clubs
  • Show and tell
  • School trips to art galleries and museums
  • Instrument tuition
  • Intergenerational trips and contact