British Values – Atherton Community School
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Democracy
The rule of law
Individual liberty
Mutual respect
Tolerance of those of different faiths and beliefs
Democracy – An understanding of democracy and the British political system is
developed in all year groups (including Year 12 and Year 13) in the first half term in
PBL. Students learn what democracy is and are provided different scenarios where
democracy takes place.
Students evaluate democracy against autocracy,
dictatorship and collective leadership examples. Students also take part in activities
to show them how Democracy became established in Britain throughout time.
Students then look at the British voting system and elect their own student
parliament members. Students create manifestos, work in political campaign parties
and vote in a secret ballot. Student candidates campaign for votes by giving
speeches and recording party political broadcasts.
The student parliament once elected, meet regularly to discuss agenda items raised
by students and staff. They are part of a group who make decisions on behalf of the
students and staff. Re-elections take place each year.
Democracy is a theme developed in the History, Geography, Sociology and RE
curriculums. Often students compare and contrast our democratic systems with
others. At KS5, Sociology students learn how governments are elected in to power;
the power of the media to influence democratic decisions; changes in voting
behaviour in society, due to gender, age and social class. In History pupils explore
the shift in power from the Monarchy to a Parliamentary system, analysing how key
figures in History shaped the evolution of democracy.
British Values – Atherton Community School
The rule of Law
Through Project Based Learning (PBL) students worked collaboratively to develop
and establish a code of conduct.
In this project students developed an
understanding for the need for laws and what happens to a society without laws.
Students were actively involved in establishing their own code of conduct which is
used as a guide for behaviour throughout the school.
In RE, Sociology, History and English students cover examples of laws, how laws in
Britain were established over time, why people break laws and consequences of
breaking the law.
KS5 Psychology students learn why people break the law by conforming to antisocial group behaviour; consequences of law breaking through the effective use of
punishment and sanctions. Sociology students study laws concerning family,
marriage and divorce came into being; laws to protect the wellbeing of children
In KS3 RE students cover a range of lessons that enable them to create their own
laws for their own island and discuss why these laws are important. Students study
examples of real life cases where various laws linked to the 10 commandments were
broken and debate whether the consequences to these cases were suitable or not.
In History, students learn about early laws and how current laws and systems
became established. They explore how the Monarchy evolved from Medieval times
to present day and how the laws of nobility shaped and influenced the society in
which we live. Students study the Peelers and the development of the Police from
the 1820’s to current the day.
In English, students learn about consequences of laws being broken through reading
material linked to the curriculum. Blood Brothers, Frankenstein, Macbeth and
Romeo & Juliet all deal with aspects of consequences to rule or law breaking.
Each year the student parliament also decides on the criteria for graduation. This
group will decide on the criteria of behaviour points, attendance/punctuality and
homework demerits in order for students to graduate. Student parliament then
understand that the graduation rules apply to all (including themselves) and ensure
all students are aware of the criteria through form reps.
Individual liberty
All stakeholders at Atherton Community School work hard to establish an ethos
where everyone has opportunities to express themselves freely and develop their
own interests and opinions.
Each half term students select the clubs that they would like to take part in. Many of
the existing clubs have been set up following suggestions from students.
British Values – Atherton Community School
Many students participate in the debate club each week were they will actively take
part in debates on topics they select. Examples of other clubs include drama, dance,
textiles, survival club, rugby, football, knitting, crafts, science, chess, animal
husbandry and are attended by both girls and boys. Club registers demonstrate
each club having a mixture of genders and year groups attending.
In RE students learn about different beliefs, lifestyles and cultures. They are
encouraged to explore the importance of listening to different people’s views and
human rights.
Psychology students at KS5 learn about equality through the psychological study of
prejudice and discrimination. Health and Social Care students study rights of the
individual to fair and equal health care regardless of race, ethnicity, gender, age or
sexual orientation. Sociology students develop their understanding of inequality in
British society and the global community; learning about basic human rights and the
role of the state in ensuring freedom of speech and freedom of expression. There
are sessions during KS5 enrichment time for students to work on project based
themes to raise awareness of discrimination because of gender identity.
In History, students explore the Magna Carta, linking it to the methods used in
today’s society to shape and influence important decisions. Significant events in
History, such as the fight for women’s votes, provide links to the exploration of
individual liberty.
In PBL students also take part in a Human Rights project where they can see why
individual liberty is important and situations where individual liberties have been
restricted or removed.
Mutual respect
Mutual respect is developed through Atherton Community Schools ethos based on
grace, love and fellowship. Weekly assemblies link to these themes in order to
create a school ethos based on mutual respect.
Students develop their understanding of mutual respect through PBL and the
Developmental Asset programme (see mapping documents on website – curriculum
tab).
Students learn that mutual respect underpins their everyday actions from holding
doors open for others, to supporting one another even when their viewpoints differ.
Atherton Community School have prefects and H2O (Help to Others) students who
are actively involved in ensuring students show respect to their environment,
stakeholders and the building. These students will make themselves available at
British Values – Atherton Community School
social times for students who may need support, help in dealing with a specific issue
or even just someone to talk to.
In RE and History students cover themes that allow them to study the impact of not
having mutual respect; the consequences seen via war and social injustices such as
the slave trade.
Students’ specific projects in PBL also develop their understanding of mutual
respect. Students work on personal safety projects and friendships & relationship
projects to develop a respect not only for others but also for themselves. In
Developmental Assets, students develop their self-esteem and self-worth. They are
encouraged to develop a mutual respect for their local community and are active in
building positive relationships with the community. Each year the students hold a
Christmas banquet when they make/serve food and sing and perform to invited
members of the local community.
In Year 8 students will participate in the Romance Academy which is a project that
develops mutual respect within relationships.
KS5 Psychology students study prejudice
of minority groups and the impact it has
on their well-being; understanding the
diverse nature of the human mind,
including respect for people with mental
illness and different cognitive abilities.
KS5 Sociology students work on
understanding the importance of culture
and identity; realising the impact of
inequality
on
life
chances
and
opportunities.
Health and Social Care students complete assignments on understanding the role of
health care professionals when dealing with vulnerable members of society.
Tolerance of those of different faiths and beliefs
Relationships and diversity is a project that enables students to understand
differences that people may have in terms of their beliefs and faiths. Students
explore different scenarios where they are presented with examples of people who
have different faiths or beliefs to themselves. Students then work in teams to
understand the importance of acceptance and tolerance.
Students learn about different cultures through PBL. One project involves our link
school in Africa. Students study and contrast different lifestyles, faiths and beliefs.
British Values – Atherton Community School
Through Face Time, students can talk to students and teachers in the link school in
Africa to develop an understanding and appreciation of our similarities and
differences with others.
In RE (see topic document on the website (Curriculum Tab) students compare and
contrast different values and beliefs. They look at the impact of situations where
people did not have tolerance towards individuals or groups of people. Students
learn about different religions and understand why different religions have specific
traditions and beliefs. Students are presented with case studies where they look at
intolerance and its impact on society.
In Geography students learn about different cultures and complete case studies
which help them to develop an awareness of different cultures and beliefs.
In History, students explore the Crusades and the power struggle to gain ‘control’ of
Christianity. Through exploration of the development of trade and industry, students
compare and contrast different religious systems and how they shaped the evolution
of our modern culture.
At KS5, Psychology students complete
topics covering the impact of prejudice
and discrimination in contemporary
society.
Sociology students also learn about how
different religious beliefs impact family
life; respect for all faiths and their
practices in inter-racial marriages and
child rearing practices; the role of the
state in promoting policies which tackle
crimes of racial hatred and religious
intolerance; understanding how moral
panics can be created by the media.
Health and Social Care students work on assignments to understand how a Health
and Social Care professional must be respectful of religious practices and
observances when treating service users who hold different religious beliefs.
Developmental Assets is a programme followed by students in KS3 – KS5 during
tutorial time.
British values and preparing students for life in modern Britain are covered through
themes such as equality and social justice, integrity, responsibility, restraint, cultural
competence and peaceful conflict resolution.
In order to create individuals who will be able to participate effectively in life in
modern Britain, all students have to complete 9 hours of service to their community
British Values – Atherton Community School
and raise at least £15 for a specified charity each year. Students develop an
understanding about the importance of putting something back into the community.