Teaching British Values in the Curriculum
Drama
The Drama curriculum socialises and enhances life skills in students through studying techniques used
within the Theatre. This in turn develops individuals, self-esteem and encourages creativity and
imagination. It is a unique form of communication that can change the way students feel, think and act
in different situations. The students bring together their intellect and feelings to enable personal
expression, reflection and emotional development. Drama develops students’ individual identity,
competence as learners and their self-esteem. They learn to appreciate and value different forms of
theatre across time and cultures, and to understand the contexts in which they were written.
Drama encourages both individual and communal helping to develop a sense of group identity and
togetherness. Drama can influence students’ development in and out of school by fostering personal
development and maturity, creating a sense of achievement and self-worth, and increasing students’
ability to work with others in a group context.
In Drama, students reflect critically on their own work and other people’s work, judging quality, value
and meaning. It also increases self-discipline, creativity, aesthetic sensitivity and fulfillment.
P.E.
Within the PE curriculum mutual respect, teamwork and resilience are essential for success on all levels.
Students need to demonstrate respectful attitudes towards their peers in all aspects of PE lessons and
sport and this forms the basis of sportsmanship and teamwork in order to succeed. Mutual respect is
important not only for teammates, but also to the opposition and the officials.
Students are taught to win with grace and lose with dignity. Resilience and self-esteem are developed
on a lesson by lesson basis, with the development of new skills only being enhanced by new experiences
and learning to try again if at first you don’t succeed.
Music
Music promotes teamwork as a vital part of all lessons through ensemble performance and composition
and students learn to appreciate different cultures and values through the music curriculum. Mutual
respect and tolerance are fundamental parts of our ethos regarding audience etiquette.
Resilience and the building of self-esteem are incorporated through the requirement to perform in front
of peers and the opportunity to perform in front of wider audiences. Students are encouraged to
actively participate in concerts and shows to help increase their enjoyment of the subject, self-discipline
and a sense of fulfilment.
Art
Within Art we promote tolerance through different people’s ideas that may be linked to cultural
diversity, thus promoting mutual respect and understanding.
Pupils have the opportunity at all key stages to work independently and as a team to build resilience
and self-esteem. We encourage students to share ideas and resources and use peer assessment to
encourage students to support each other.
We promote high expectations within Art through creating a positive and nurturing environment,
allowing students to reach and surpass their potential.
ENGLISH
In English, students gain a sense of British Values through a variety of activities and texts. Through a
study of a range of literary prose, poetry, and drama, students explore different ideas and
interpretations of the world, are exposed to different cultural contexts, and are encouraged to develop
empathy for those whose experiences are different than their own. Our study of non-fiction provides
students and teachers the opportunity to address the issues of the day while more historical texts give
students a sense of and an appreciation for our cultural background and heritage. Students are
encouraged to engage actively in class discussions and to collaborate, sharing their views on all of the
texts we study in an environment that encompasses British values such as mutual respect and dignity.
They then use those texts as the basis for often lively debates of moral and ethical issues. Our goal,
ultimately, is to foster an environment that not merely tolerates differences, but understands and
respects the various experiences of those in the room, including contemporary Britons.
History
Students at all levels in the school learn about British values through their lessons. The development of
their rights and responsibilities are taught throughout the school. They also learn about responsibilities
as citizens, their duties and respect. They become familiar with the decision-making process and the
consequences of their actions. Government, law, justice, democracy and totalitarianism are central to
the learning of History at the school. They also explore diverse beliefs, cultures and identities so that
tolerance, mutual respect, teamwork and co-operation are valued and rewarded. This includes
respecting each other and particularly minority interests
Geography
In Geography, we teach British Values within our human geography units through KS3-5. We pay
particular attention to them when studying anything to do with trade, development and population, for
example migration and the contrasting attitudes held by members of the UK population. The role of
politics also comes in to play when looking into capitalism, communism and the idea of democracy.
British values are an expectation in the classroom and we learn these through the day to day teaching of
geographical subjects through teamwork, discussion, morals and respect.
RE
Many of the values are studied explicitly as religious and non-religious concepts across the key stages in
RE. In lessons we aim to foster mutual respect through structured debate and discussion. Students are
encouraged to question and explore sensitive and controversial issues, whilst maintaining tolerance and
respect for the views and beliefs of others. Much of the curriculum is focused on understanding the
beliefs and world-views of different people all over the world and through understanding, tru tolerance
develops. Through group tasks and projects students build confidence and develop their ability to work
as part of a team. Being able to hold a debate, explain one’s own view and the views of others clearly is
key to building resilience of character and conviction. Students also develop practical values of selfesteem through these debates. At both GCSE and A-Level issues to do with the moral agency and liberty
of the individual and our responsibility as citizens is explored through ethical issues and theories.
Through these courses, students are also encouraged to consider the philosophical religious
foundations on which concepts of democracy and liberty are built. For examples, at both GCSE and Alevel the concept of the sanctity of life is studied and what is means for our treatment of other human
beings.
Psychology
In Psychology British values are learnt through lessons that encourage students to explore a range of
beliefs, theories, and cultures, which offer explanations for human behaviour. Pupils also are
encouraged to reflect on their own beliefs on moral and ethical issues during discussion and structured
debates. In day-to-day teaching British values are reinforced through the use of a range of activities
which foster active participation, mutual respect, healthy competition and effective teamwork. Pupils’
achievements and adherence to the British values are rewarded to further reinforce these values.
Sociology
AS Sociology – We look at diversity in many different forms: Ethnicity; Culture; Ability/ Disability
(physical, sensory, intellectual); Family structures (nuclear, reconstituted, lone parents); Gender;
Sexuality; Social class; Religion and Economic status. They have recently enjoyed exploring different
beliefs about the distinction between childhood and adulthood, both historically and culturally.
A2 Sociology – again as above, but include more focus on religion and moral development (crime unit).
There is a big focus on moral and ethical debates at this level and with the subject themes covered.
Within crime, an understanding of the reasons people break laws and the an investigation into how
society views and sanctions this is studied.
In both year groups – there is an exploration of own views and beliefs and discussions to challenge
stereotypes, prejudice and discrimination. I also challenge and develop correct terminology.
Mathematics
The mathematics curriculum promotes British values in a variety of different ways. Mathematics
endows students with the skills to become adept problem solvers. The natural state, therefore, of a
mathematician is to be stuck. The British values of perseverance, reflection and resilience are key
components in coming up with a solution to any problem. Often students work together in teams to
provide such solutions. In these circumstances the ability to listen to another person’s point of view, to
cooperate and to resolve conflict amicably come to the fore. Students are encouraged to take risks and
to understand that there is no shame in making mistakes. They grow in confidence from these
experiences and can develop reasoning skills which are applicable in many other aspects of their life.
Science
In Science, students are given regular opportunities to investigate and discuss different views and ethics
on a variety of pertinent topics. Students are encouraged to express their own views, whilst being
tolerant and respectful of the views of others. Topics include: genetic modification, selective breeding,
stem cell research, animal testing and the merits of evolution vs. creation.
The rule of law is promoted through consistent application of laboratory rules and safety. Students are
aware of the law in relation to the use of legal and illegal drugs. Scientific laws are also discussed, for
example, the requirements for appropriate speed limits in relation to force and momentum. Students
develop an awareness of democracy through debates on issues such as the placement of quarries and
wind turbines and the rights of parents and children in fertility options.
Science is a challenging but rewarding subject that promotes the development of skills, resilience and
self-esteem. The experience of building independent learning-skills, learning through trial and error and
evaluating progress prepare students to face the challenges of modern life.
Business Studies
1. Reflective on own beliefs and perspectives – Approach to business and economics is to analyse both
sides of the problems and evaluate overall. This applies to the way we/others do business and in
economics how different economies and political ideas affect the actions of individuals, firms and
government policies.
2. Moral views and ethics – covered in BS as ethics looking at the actions of firms. Economics looks at
firms and governments in their actions and questioning whether it benefits society as a whole.
Economics also looks at issues such as wage differentials and poverty.
3. Learning about the world (not the rest) – BS covers multinational firms and operating in a range of
countries. Economics
4. Right and wrong - This applies to the way we/others do business and in economics how different
economies and political ideas affect the actions of individuals, firms and government policies: often
provoking debates.
5. Cooperation and resolution – Both subjects teach them to consider opposing viewpoints and
evaluate overall opinions and reservations.
6. Engaging in democracy – Economics introduces economic opinions and discussions of political
policies and the issues of government failure.
7. History, heritage and culture in the UK – both look at past and recent issues within the UK and
engage pupils in discussions.
8. All Economics students subscribe to the Economist that deals with worldwide and UK economic
issues.
Design and Technology
 Promotion that all ideas are valid and may link to a cultural diversity.
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Researching designers from other cultures.
Working on individual and shared tasks to promote teamwork and communication, peer assessment
and constructive critique.
 Understanding that their ideas have value and to protect their intellectual property rights.
 High expectations of behaviour and ground rules during the designing and making of products.
 An appreciation of the health and safety of themselves and others.
MFL
The MFL Department at Skegness Grammar School actively promotes the key values of mutual respect,
diversity and plurality. We are greatly aided by the presence each year of native Spanish, German and
Chinese pupils in the Boarding House. Students study a range of European languages (both via the
curriculum and special events like the Year 8 International Day) and compare them to British values
through group discussion, lesson activities and homework. This ensures that they remain open to the
world around them and have a better grasp of the links and connections between countries and
societies. Classes learn the need for tolerance and justice and come to value the rule of law and
democratic systems that European countries and countries further afield enjoy despite the varied
customs, festivals and national characteristics that makes every society so unique.
12/02/2015