“excellent teaching of RE will enable pupils to think for themselves about British values” (REToday Services, 2015) Professional Development led by Sue Holmes RE Consultant supporting ERYC SACRE Mob: and Marilyn Cowling RE Consultant supporting Hull SACRE Mob:

 What is your school currently doing in relation to British values?  How is RE contributing to British values at your school?  Which areas of the curriculum currently contribute to British values the most/least in your school?

 Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC. Promoting fundamental British values as part of SMSC in schools Departmental advice for maintained schools, November 2014, p.5

 Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. Promoting fundamental British values as part of SMSC in schools Departmental advice for maintained schools, November 2014, p.5

 Tolerance of those with different faiths and beliefs  Mutual respect  Democracy  The rule of law  Individual liberty

 Help pupils to express their views  Help pupils learn how to argue and defend points of view  Consider injustice in the world  Model how perceived injustice can be peacefully challenged

 Talk about school rules that are clear and fair  Help pupils to distinguish right from wrong  Help pupils to understand that living under the rule of law protects individuals  Teach pupils aspects of both civil and criminal law and discuss how this might differ from some religious laws

 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, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence  Challenge stereotypes  Consider the UNICEF rights-respecting schools agenda

 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 and ethnicity

 If British values of democracy, the rule of law, individual liberty, respect and tolerance were competing for a place on a four-seat sofa which one would you push off?  How will you justify your decision?  How might you adapt this activity for an RE lesson for different year groups?

 ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values  sense of enjoyment and fascination in learning about themselves, others and the world around them  use of imagination and creativity in their learning  willingness to reflect on their experiences Definitions of SMSC from Ofsted’s School Inspection Handbook, August 2015, p.36-37

 ability to recognise the difference between right and wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England  understanding of the consequences of their behaviour and actions  interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues

 use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds  willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively  acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

 understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others  understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain  knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain  willingness to participate in and respond positively to artistic, sporting and cultural opportunities  interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities

 Use photos of evidence of religion in a British town. You could use RE ideas Sacred Places to support this. Log in as a member to download an example (Spring login:ftt161ghw)  Ask pupils to take photos of evidence of religion near where they live  Compare their photographs with the originals  Think about the influence that religion has on each of the communities

 The fundamental British values are implicitly embedded in the 2014 EYFS  DfE will in due course amend the EYFS to reference providers’ responsibilities in the light of the Prevent duty  Make use of the Early Years guidance in the RE syllabus to help meet the statutory duty  A minimum approach - for example, having notices on the walls or multi-faith books on the shelves, will fall short of ‘actively promoting’

 KS1: Using stories, p.18/19  KS2: Using quotes from scripture, p.27  KS3: When religious rules clash with state laws, p.30/31  KS4: Nine steps to respect, p.45/46  british-benjamin-zephaniah/

 Does your school monitor the provision of British values?  If so, how?  If not, how could you get started?  Have you carried out an audit of your SMSC opportunities in school?

THE QUALITY AND STANDARDS OF EDUCATION Para 132: Before making the final judgement on the overall effectiveness, inspectors must evaluate:  The effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development GRADE DESCRIPTORS 1. The school’s thoughtful and wide-ranging promotion of pupils’ SMSC development… enable pupils to thrive 2. Deliberate and effective action is taken to promote pupils’ SMSC development and their physical well-being 3. There are weaknesses in the overall promotion of pupils’ SMSC development 4. …and/or… there are serious weaknesses in the overall promotion of pupils’ SMSC development School Inspection Handbook, August 2015, p.37

Aspects of pupils’ spiritual, moral, social and cultural development require improvement. It is clear that pupils from many diverse backgrounds get along with each other well. Observations of pupils’ play, even for the youngest children, show they are happy to mix and play together without ever noticing differences in their backgrounds. Nevertheless, other aspects about pupils’ understanding of differences beyond their immediate experience are less well developed. For example, the school has done little to expand pupils’ understanding of all the protected groups required by legislation. This is evident in the casual and common use of derogatory language. Consequently, pupils are not as well prepared as they should be for all they are likely to encounter in life in modern Britain. Ofsted inspection report 2015

When our Government demands that all schools ‘actively promote British values’, then RE teachers ought to be ‘lead explorers’ of every word of that requirement and should bring out the treasures of value which each religion offers, examining carefully with pupils what kind of values they might themselves seek to live by. (REToday Services, 2015)

*Tried-and-tested RE lesson ideas that explore tolerance, respect, democracy, the rule of law and individual liberty *Up-to-the-minute guidance *A review of the inspection requirements *Suggestions for policy and curriculum development Available at reduced price: £10.50