This document discusses British values and ways to promote them in schools. It defines the key British values according to Ofsted and the Department for Education: democracy, rule of law, individual liberty, mutual respect and tolerance of different faiths and beliefs. It then provides examples of activities schools could do to promote each value, such as holding mock elections to teach democracy and ensuring school rules are clear and fair to teach the rule of law. The document also discusses incorporating these values into PSHE curriculum and implementing a program called Building Learning Power to develop skills like resilience, resourcefulness, reflectiveness and reciprocity in students.

1. An introduction.

2. British Values:
Ofsted version DfE version
Democracy Respect for democracy and support for
participation in the democratic process
The rule of law Respect for the basis on which the law is
made and applies in England
Support for equality of opportunity for all
Individual liberty Support and respect for the liberties of all
within the law
Mutual respect and tolerance of those with
different faiths and beliefs
Respect for and tolerance of different
faiths and religions and other beliefs

3. Democracy- what could we do?
 Provide pupils with a broad knowledge of, and
promote respect for, public institutions and services
 Teach pupils how they can influence decision making
through the democratic process; encourage them to
become involved in this process
 Hold mock elections so that pupils can learn how to
argue and defend points of view
 Help pupils to express their views

4. Rule of Law- what could we do?
 Ensure school rules and expectations are clear and fair
 Help pupils distinguish right from wrong
 Help pupils to respect the law and the basis on which
it is made
 Include visits from the police in the curriculum
 Develop restorative justice approaches to resolve
conflicts

5. Individual Liberty- what could we
do?
 Support individuals to develop their self-esteem, self-
knowledge and self-confidence
 Encourage pupils to take responsibility for their
behaviour, as well as knowing their rights
 Challenge stereotypes
 Implement a strong anti-bullying culture
 Follow the UNICEF rights respecting school agenda

6. Respect and Tolerance- what could
we do?
 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
 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

7. School help
 I am collating evidence in a portfolio
 Display boards
 Evidence on the school website
 Evidence on the school twitter feed
 Any evidence you gather is important! Please send it to
me with a brief explanation of what you have done.

8. Incorporating values into PSHE
 Staff survey analysis

9. How important do you think PSHE is in Primary Schools?

10. Building Learning Power (BLP)
What is it?
 Building learning power is about helping young people to
become better learners, both in school and out.
 It is about creating a culture in classrooms - and in the school more
widely - that systematically cultivates habits and attitudes that enable
young people to face difficulty and uncertainty calmly, confidently and
creatively.
 Students who are more confident of their own learning ability learn
faster and learn better. They concentrate more, think harder and find
learning more enjoyable. They do better in their tests and external
examinations. And they are easier and more satisfying to teach.
 Building Learning Power prepares youngsters better for an uncertain
future. Today’s schools need to be educating not just for exam results
but for lifelong learning. To thrive in the 21st century, it is not enough
to leave school with a clutch of examination certificates.
Pupils/students need to have learnt how to be tenacious and
resourceful, imaginative and logical, self disciplined and self-aware,
collaborative and inquisitive.

11. Three Core Beliefs
 BLP believes that the core purpose of education is to
prepare young people for life after school; helping them to
build up the mental, emotional, social and strategic
resources to enjoy challenge and cope well with uncertainty
and complexity (links with our feedback)
 BLP believes that this purpose for education is valuable for
all young people and involves helping them to discover the
things that they would really love to be great at, and
strengthening their will and skill to pursue them.
 This confidence, capability and passion can be developed
since real-world intelligence is something that people can
be helped to build up.

12. BLP: how and when?
 Programme to be used in every lesson
 Individual events to be blocked e.g. Anti-Bullying
 Coming in from September 2015
 Based around the 4 R’s:
 Resilience
 Resourcefulness
 Reflectiveness
 Reciprocity

14. Thinking ahead to September...
 Planning format may include a brief box to include the
BLP skill being focused on
 We may be celebrating achievements via certificates
relating to the 4 R’s
 School display
 Classroom displays...

16. Final message...
 Watch this space