1. Multicultural Britain and British values
Session 2 PSHE

2. Objectives
To reflect on the need to teach British values in our schools
To evaluate how this relates to RE and PSHE
To understand what we man by modern Britain and British values
To consider what is multicultural Britain.

3. ‘Chief Inspector pledges more inspection to ensure children are being prepared for life in modern Britain June 2014’
How do we define modern Britain?
How do you as a Primary School teacher do this?

4. Lets look at some of the recent head lines, what are your thoughts on this.
Rural school is denied top grade by Ofsted inspectors because it's 'too English' and not diverse enough
Report said pupils at Middle Rasen Primary School in Lincolnshire lacked 'first-hand experience' of modern British society
Said pupils should interact with 'counterparts from different backgrounds'
But parents criticised 'bizarre' decision because small town is 97% white
'Very few' at the 104-pupil school are from ethnic groups, report says 
Headteacher believes comments are reaction to so-called Trojan Horse plot
Mail on line 19/11/14

5. Ofsted refused it an ‘outstanding’ rating and graded it ‘good’ instead.
It said the school was failing to do enough to ensure pupils understand the ‘cultural diversity of modern British society’ and experience ‘first-hand interaction with counterparts from different backgrounds’.
But parents complained Middle Rasen Primary in Market Rasen was being punished for factors outside its control and had effectively been told it was ‘too English’. 
Head teacher Melonie Brunton said the school was now looking to partner with an inner-city school in an effort to comply with Ofsted’s recommendation.
‘Ofsted are very keen on British values,’ she said. ‘We were very pleased to have got the very positive comments. We are a rural Lincolnshire school and that is always going to be an issue.’
Ofsted said: ‘We judged this school to be good across all areas, including teaching quality and pupils’ behaviour. All schools must teach pupils about fundamental British values.’

6. Tory MP for Gainsborough Sir Edward Leigh said: 'This is political correctness gone mad.
'Just last week I wrote to Nicky Morgan, the Education Secretary, objecting strenuously to the new so-called 'equality' regulations she is implementing in schools.
'Conservatives have always stood for freeing our schools from the deadening hand of state-enforced orthodoxy.
'Why there has been such a massive U-turn under Nicky Morgan is inexplicable to me.
'Multiculturalism is an irrelevance in Lincolnshire with its low number of ethnic minorities, who are already welcomed and well-integrated into our local communities, as they should be.' 
'All schools must teach pupils about fundamental British values including mutual respect and tolerance of those with different faiths and beliefs.
'That way they will be prepared for the future wherever they go.'

7. An Ofsted spokeswoman denied the inspectorate was disproportionately targeting Jewish schools. “Inspectors must, however, ask questions that probe the extent to which pupils are prepared for the next stage in their education or for employment and for life in modern Britain,” she said.
The inspection report on Beis Yaakov said there were “major gaps in students’ spiritual, moral, social and cultural development. Students are not provided with sufficient opportunities to learn about or understand people of other faiths or cultures.
“The school does not promote adequately students’ awareness and tolerance of communities which are different to their own. As a result, the school does not prepare students adequately for life in modern Britain.”
The inspection caused disquiet in the Jewish community, after a recent Ofsted inspection led to the London Jewish secondary school JFS being downgraded from outstanding to “requires improvement” this year, despite 16 pupils gaining Oxbridge places and a 99.9% GCSE pass rate.
Guardian 29th october 2014

8. Pupils at six small Muslim private schools in east London are at risk of extremist views and radicalisation, says Ofsted's chief inspector.
Sir Michael Wilshaw said the pupils' "physical and educational welfare is at serious risk" following a series of emergency inspections.
He said all the schools focused too heavily on Islamic teachings.
Education Secretary Nicky Morgan says the schools will be closed down if changes are not made quickly.
She said: "We asked Ofsted to carry out these independent school inspections and the findings are very concerning. While there is no suggestion of a coordinated plot, it is clear that these schools are failing children and this is unacceptable.
BBC 21/11/14

9. Education Secretary Nicky Morgan has told MPs that schools should not shy away from promoting "fundamental British values" to their pupils.
People with "different ideologies" would otherwise get theirs across, she told the Commons education committee.
In evidence on the Trojan Horse affair and extremism in England's schools, Ms Morgan defended her department's reaction to the affair.
BBC 2014
Is she right or is this just a confusing message?

10. Think about the following questions:
Have you ever visited or lived somewhere with a different culture?
How multicultural is the place where you live?
Is there more immigration to or emigration from your country?

11. What are good values?

12. Your knowledge of SMSC?

13. The idea of modern Britain comes from the ‘Trojan Horse Affair’ and has now been added to the SMSC agenda by Ofsted and the Government
Spiritual, moral, social and cultural development is now referenced throughout Ofsted's School Inspection Handbook. It is almost as important to a school's inspection as the curriculum.
An 'outstanding' school will have a 'thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development'
An 'inadequate' school will have 'serious weaknesses in the overall promotion of pupils’ spiritual, moral, social and cultural development'.

14. Defining spiritual, moral, social and cultural development – Ofsted 2014
The spiritual development of pupils is shown by their:
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.

15. The moral development of pupils is shown by their:
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.

16. The social development of pupils is shown by their:
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.

17. The cultural development of pupils is shown by their:
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
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 socio-economic groups in the local, national and global communities.

18. Read the Ofsted report for Nansen primary School from April 2014 and reflect on the following;
The reasons for it’s failure
What the school needs to do to improve

19. What do we mean by a multi cultural Britain?

20. What do we mean by a multi cultural Britain?
Or do we mean this?

21. Or do we mean this?
What do we mean by a multi cultural Britain?

22. Census 2011: Leicester 'most ethnically diverse' in region
Leicester is one of the most diverse cities in the UK and the largest in the East Midlands, the latest census shows.

24. Is it possible to have a national "values" and all encompassing multiculturalism?
How are Scottish values different to British values?

25. It was not until the 1988 Education Reform Act that changed the law that expected Christianity to be the only religion taught. The act changed the basis of RE where Christianity and the other main religions in Britain were to be taught but Christianity was given prominence in terms of curriculum time. However, multiculturalism and the idea of religions working together for the common good was expected.
Smart, in 1999 believed that we needed to generate empathy and common human understanding
Erricker et al (2011)

26. Multiculturalism still has a way to go to achieve Smart’s goal and some believe it has failed…part of the problem lies in the possibility that people of different religions and cultures whilst living in the same vicinity, do not actually wish to engage in getting to know one another so much so as wishing to stay within their own groups.
Erricker et al (2011)

27. How does this all effect you as teacher?
How do you teach multiculturalism and British values?

28. Erricker (2011) responds with these questions or points and had begun to explore how RE fitted into ‘Modern Britain’ (though he does not use this term);
Should we be presenting all religions empathetically in order the enrich the values of our children?
How do we, and should we, teach children ‘rights education’? Should we expect religious groups to affirm the values of our democratic society to enable community cohesion and should we teach children to affirm those values through RE
When children have different beliefs should these be things we discuss in RE and beyond?

29. In front of you are different activities that can be used to help foster ‘British Values’.
In your groups look at them and build on the activities and how they can be used in KS1 and KS2
They all come from a book called ‘Games, ideas and Activities for Primary PSHE – Juile McCormick and Robin Whyler
There is a copy in the library.

30. Directed tasks; Do the essential reading
Review the news headlines for related stories and comment on these

31. Essential reading
McCreery, E., Palmer, S. & Voiels, V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters Chapter 6
Erricker, C., Lowndes, J. and Bellchambers, E. (2011) Primary Religious Education – A New Approach. Abingdon: Routledge pg 16-18
Goddard,G., Smith, V. and Boycott, C. (2013) PSHE in the Primary School. London: Pearson Education Limited
Chapter 8