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British Values
British Values Workshops in Schools – Evaluation Sheet
At Long Meadow School we are very proud to promote British Values to all of our pupils by sharing them with our wider community.
Democracy
· Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services
· Teach pupils how they can influence decision-making through the democratic process
· Curriculum information on the advantages and disadvantages of democracy and how it works in Britain
· Encourage pupils to become involved in decision-making processes and ensure they are listened to in school
· Organise visits to the local council and Parliament
· Hold ‘mock elections’ so pupils learn how to argue and defend points of view
· Help pupils to express their views
· Teach pupils how public services operate and how they are held to account
· Model how perceived injustice can be peacefully challenged
Rule of Law
· Ensure that school rules and expectations are clear and fair
· Help pupils to distinguish right from wrong
· Help pupils to respect the law and the basis on which it is made
· Help pupils to understand that living under the rule of law protects individuals
· Include visits from the police in the curriculum
· Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws
· Develop restorative justice approaches to resolve conflicts
Individual liberty
· Support pupils to develop their self-knowledge, self-esteem and self-confidence
· Encourage pupils to take responsibility for their behaviour, as well as knowing their rights
· Model freedom of speech through pupil participation, ensuring protection of vulnerable pupils and promoting critical analysis of evidence
· Challenge stereotypes
· Implement a strong anti-bullying culture
· Follow the UNICEF rights respecting schools agenda
Respect and tolerance
· Promote respect for individual differences
· Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life
· Challenge prejudicial or discriminatory behaviour
· Organise visits to places of worship
· Develop links with faith communities
· Develop critical personal thinking skills
· Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers