School Curriculum Policy

Transcription

1 School Curriculum Policy "All humans are dead except those who have knowledge... and all those who have knowledge are asleep, except those who do good deeds... and those who do good deeds are deceived, except those who are sincere... and those who are sincere are always in a state of worry." (Imam Shafi) Introduction: Al-Khair school aims to provide a holistic education which compromises both Islamic Studies as well as the National Curriculum from Early Years to Key Stage 4. It is through this mission that the schools vision stands firm; to be dedicated in helping our students achieve excellence in education within a caring and secure Islamic environment. Our school motto Balance without compromise, is a key factor in which our students strive to become active and positive members of the community. This document sets the framework in which Al-Khair Secondary School is based upon. It covers the subjects offered as well as the extra-curricular planning that the school believes in, to promote individual and global citizenship. 1. British Values Respect civil and criminal law Students are taught to think morally and to distinguish between right and wrong. This is particularly evident in RS lessons, assemblies and the curriculum in general. Social Justice is a very important part of our Guided Studies curriculum in Years 7-10 Philanthropy projects and Charity work. We teach students how to channel their disagreements through school council and form periods and to lead change through our working partnerships with local organisations. Our behaviour policy establishes a clear use of rewards and sanctions when appropriate and pupils are given an opportunity to reflect as part of our behavioural policy. We actively promote civic institutions so that students value and appreciate the local government, the Health system, the Police and the justice system, Social Services and Public transport. Acceptance and engagement with fundamental British values of democracy We actively promote the fundamental British values of democracy through: Pupils participating & voting in Croydon Youth Parliament

2 School council elections Elections for the Head Boy & Head Girl. - Contribute positively to life in Modern Britain Students actively contribute positively through: Charity work Participating in schemes such as the Duke of Edinburgh's Award of which is major component is service in a charity. Facilitation of the Crest Award Scheme The UK Math Challenge ESB Award Scheme - Actively fighting extremism and radicalisation We provide our students with a healthy approach to airing grievances against the school eg: We hold assemblies/lessons to explain the possible appeal of extremism, why it exists and what students can do about it. We invite guest speakers to come and talk about it. Older students take a lead in explaining the appeal and the risks of radicalisation and extremism. Lessons are held in RS to promote tolerance and fight extremism and radicalisation. 2. Islamic Enrichment: The students are given Qur'an, Religious Education and Arabic lessons. Students are encouraged to think critically and to try to find positive links between the Islamic teachings and its effect on community cohesion. Islamic morals and manners are infused throughout the school week via supplications, hadith of the week, weekly religious assemblies and constant reminders of good actions. The teaching staffs are expected to be exemplary role models at all times. 3. The National Curriculum: In this section, an outline is briefly sketched highlighting the subjects taught at each key stage, as well as, the different approaches and the mannerism in which topics and themes are introduced at each ascending key stage. It is hoped through this systematic plan that the students acquire good language skills, excellence within the different subjects, and most importantly confidence and the development of a healthy and balanced personality. Foundation Stage:

3 The foundation stage covers 7 areas of learning where the children are expected develop skills which will prepare them for future learning. They are expected to be reading by the end of Reception class and have a familiarity with the number system where they can do basic addition and subtraction. They have an understanding of grammar and basic punctuation. They have learnt fine motor skills through variety of activities. The physical activity will enable them to develop gross motor skills. Circle time activities and show and tell will help them develop relationships and develop confidence. Key Stage 1: At the end of key stage one the students are expected be able to read with understanding and fluency, they will be beginning to write creatively and structure stories using connectives and complex sentences. They will have been using the column method for addition and subtraction and will be expected to have memorised their timetables up to 12, and they will be able to both read and write basic sentences in the Arabic language. The rest of the curriculum time will slowly build an appreciation for the subjects that will be studied with more depth in Key Stage 2, for example the Humanities and PE. ESB skills are introduced at this stage where they are taught public speaking skills. English Literature is also introduced as subject where the children study texts within class. Students will be assessed with internal exams every half term. The students are expected to reach a level that will enable them to be well equipped when they enter Key Stage 2. Key Stage 2: By the end of Key Stage 2 students are expected to reach a level that is in line with the National Curriculum, in the areas of Maths, Science, and English. Indeed, the school has exceeded the expected requirements. Moreover, ICT is introduced at this stage as the students will have to be computer literate in order to be able to utilise online resources, and to help them achieve high standards in the presentation of their work. Students will be assessed via internal examinations every 6 weeks. By the end of this stage, the students are expected to be at a level that will prepare them entry exams in secondary schools. Key Stage 3: The subjects offered are the following: English, Maths, Science, History, Geography, Computing, R.S., Art, P.E., Design & Technology, Home Economics, and Arabic as a MFL.

4 These subjects provide a broad range of information that are delivered in effective and creative ways to ensure that the students are challenged as well as enjoying their time learning at school. It is hoped that through these subjects, a platform is provided for the students to engage in all sorts of activities that promote leadership skills and critical and creative thinking, which are some of the skills that we hope the students learn and adopt as they continue with their education. Throughout the school we place emphasis upon the areas of public speaking, community work and leadership & life skills. This forms part of our enrichment and empowerment drive. This is woven into the curriculum and the school day throughout our Guided Studies sessions which facilitate projects, competitions, and themed days to enable development in these areas. We aim to foster a love for reading in the students. In the secondary school we have timetabled slots to prepare students for the English Speaking Board Qualification which is accredited by the QCA. This provides a detailed extension to the existing English Language Speaking and Listening assessment. We also have daily mathematics lessons from Reception to Year 11 and there is emphasis upon Science, with the students gaining their first Science GCSE by the end of Year 9. Key Stage 4: At the end of Key Stage 3 students are introduced to a number of new subject areas in order to expand their GCSE options. The GCSE bundle the school offers is a rigorous one comprising of English, English Literature, History, Geography, Math, Chemistry, Physics, Biology, Arabic, and either Business Studies or Islamic Studies. There are some subjects which are key to the delivery of the Islamic studies curriculum. These subjects are R.E, Arabic, and Quran. The very nature of these subjects makes them rich in cross-curriculum links and contributes towards recognised GCSES. At this stage, students who are taking English will have started studying GCSE texts. Arabic will also have been taught with a themed approach to prepare the students for their examination. Students of science will have been expected to have gained their first GCSE at this stage. As for Math, the curriculum taught currently is above the National Curriculum requirements. Finally, for the rest of the subjects taught, students will be assessed via internal examinations, except for P.E and GS. As the GCSE package is one that is rigorous in nature, it is hoped that the students will be able to take any career path of their choice by the time they leave school. Indeed, a student in year 9 might not always know or be able to make informed decisions about further education or career choices at such a young age. Thus; the rationale behind the variety of GCSE options within this intensive bundle.

5 However, for students who do not wish to take all 3 sciences or unable to cope with the load, the option to drop one science is available. The empty slots in the timetable are then allocated extra Math and English Lessons. The same option is valid for the Humanities package where a student may drop either one of history or geography. As for the students who wish to take additional subjects, we offer Statistics and facilitate an extra modern foreign language, i.e. Spanish. It is hoped that through this the students are fully engaged and are challenged with the extra load to explore their full potential. At this level students are gearing towards achieving top results in the GCSE exams. The curriculum incorporates coursework practice, mock exams, assignments, and enrichment activities which are related to their GCSE subjects. Curricular links with other schools and colleges? P.E: We have links with Croydon College, in the past their students have acted as sports mentors by giving some of our students training lessons. We also attend and host an annual Sports Day with other Muslim faith based schools to promote community cohesion. Islamic Studies: The school is part of a wider community of Muslim faith-based schools and so we collaborate on common subjects such as the Islamic Studies Curriculum. Humanities: We have links with Croydon College and St Mary s Catholic Church School whereby they have hosted a series of workshops to raise awareness about Fairtrade, environmental stewardship, climate change and endangered animals. Mathematics: Mathematics Graduates and students from Oxford University have delivered a series of Mathematics workshops designed to foster a love for the subject amongst the students. English: English Graduates and students from Oxford University have designed a series of workshops aimed at enhancing the speaking and listening curriculum in English.

6 STUDENT PERFORMANCE & PROGRESSION INTO HIGHER YEARS: For the secondary school, prospective students are required to sit two entrance exams, one for English and one for Maths. The level reached should be above the national average, level 4-5, and this is to ensure that the students will be able to meet the demands of the upper school. The majority of the students in the Primary school either pass the admissions tests for the local Grammar schools, or they proceed on to our Secondary School. The Key Stage2 results are all above average, with an average of level 5 in English and maths. As for the Secondary school, all of the students go on to Further Education, along with the traditional route of A-levels. The GCSE results are as follows: Percentage achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs School SUPP 88% 100% 100% LA 54.4% 61% 62.2% 64.4% England - All Schools 53.5% 59% 59.4% 59.2% The majority of students predominately come from ethnic minority backgrounds. As a result, there are varying attitudes towards education. Some are unfortunately not encouraged to succeed academically; thus the school strives to motivate and to inspire. These few students who do not have parental support from home, unfortunately, tend to be classified as underachieving. A major target for the future would be to further develop the mentoring scheme (IPP) in order to further facilitate learning. Looking at different approaches, such as having it student-led, is well worth researching and applying. Moreover, the current merit system will be used as a further incentive alongside a homework club. Once the students are identified, teachers will work closely with the student using the school's Individual Progress Plan. Enrichment, Empowerment and Leadership:

7 Fostering a community spirit Guided Studies; One of the school s priorities is to ensure that students are positive members of the local community and the wider community. Part of the process in making a positive contribution includes being aware of society, both in terms of its principles and its structure. The school understands that it is important for students to be aware of their community and in order to be positive citizens they must have a strong sense of community cohesion. Al-Khair school aspires to: Promote spiritual, moral, cultural mental and physical development of students. Prepare students at the school for opportunities, responsibilities and experiences of later life. Promoting student wellbeing and student safeguarding Community cohesion Through the unique curriculum of Guided Studies, the above responsibilities are fulfilled. Students are given the chance to take part in activities which make a positive difference to the community. One of the aims is to develop skills which will be of use in adult life. Activities include, volunteering, representation (e.g. Youth council, student council, or management committees, running events etc.), work experience, and fundraising. Charity work plays a vital role in the school. The students have been involved with raising money for charities and emergency crises, such as the Haiti earthquake appeal and the Gaza conflict. Students took part in the 'Gaza 100', a fundraising sports event for the conflict in Gaza. Visiting homes for the senior citizens and distributing clothes to the homeless have also been some of the activities that the student have actively taken part in. The participation of the students and their willingness to dedicate their time and effort under periods of short notice is a reflection of their willingness to make a positive contribution towards the wider community. Often these activities take place in hours outside the school day, but this does not deter students from attending and making a positive contribution. In ISLAMIC STUDIES students learn concepts which will encourage them to lead a positive contribution to society, such as harmony and respect. In R.E students learn about different faiths and key arguments for pressing contemporary issues such as

8 Euthanasia. Arguments for and against an issue are presented to the students. Furthermore, students are expected to develop, support, and clearly communicate their opinions. The school's ethos is part of an Islamic one; therefore the primary bond is a religious one. Harmony and inclusion are promoted during prayer times which is at least once a day. Every Friday students also take part in the Congregational Friday prayer. The prayers help the students to experience a sense of community that is separate from an educational community, but the unity felt will aid the educational aspects of the school. The school works to promote harmony amongst different groups by participating in team building days, inset days, and extra-curricular trips. Racism goes against the school's Islamic ethos, as the school aims to nurture Islamic bonds of unity between the students. If there are instances of racism in the school, this is treated with utmost seriousness on the school's part. Appropriate disciplinary procedures will be carried out depending on the nature of the incident. Policy reviewed January 2015 Next review date January 2016 Persons responsible: Headteachers

9 Guidance for Adapting subject curriculum to Dfe Changes from Jan 2015

10 Contents 1. Business Studies 2. Computing 3. English 4. Geography 5. History 6. Math 7. MFL 8. Physical Education 9. Citizenship 10. Guided Studies 11. Religious Studies 12. Science

11 British Values Business Studies Respect civil and criminal law Students learn about a range of laws and legislation relating to business: o The impact of government and the EU o Copyright, Designs and Patents Act o Data Protection Act o Sales of Goods Act o Consumer Credits Act o Distance selling regulations o Voluntary codes of advertising practice (ASA) o Consumerism social movement giving consumers some powers over businesses Appreciate viewpoints of others on ethical issues Students are taught about: o Ethics in business and Ethical entrepreneurs o Debt crisis o Pressure groups how they can influence the behaviour and beliefs of government and/or business o The impacts of business activity on the environment Acceptance and engagement with fundamental British Values of democracy Ensuring all student s work and views are appreciated through discussion How to select information from valid online sources that reflect different viewpoints and the disadvantages of relying on Wikipedia Encouraged to engage in current affairs and watch news from various media sources Contribute positively to life in modern Britain Students are taught about o Being an entrepreneur and building a successful business o The diverse culture that has come from globalisation o Impact of globalisation o the history of trade and the influence and impact of international trade

12 British Values Computing and ICT Respect civil and criminal law Students are taught about the legal implications of: o Downloading music/film from free sources o Posting offensive/slanderous material on social media o Cyber- bullying o Cryptography/Encryption o Hackers Students learn about a range of laws relating to the use of IT and the internet: o Copyright, Designs and Patents Act o Data Protection Act o Freedom of Information Act o Computer Misuse Act o Digital Rights Management Appreciate viewpoints of others on ethical issues Students are taught about: o Online netiquette how to engage in an online community positively including how to respond to and debate with others o How to be a respectful digital citizen o The impacts of downloading free music/films on the industry and artists involved Acceptance and engagement with fundamental British Values of democracy Ensuring all student s work and views are appreciated through online collaboration tools such as Google Docs How to select information from valid online sources that reflect different viewpoints and the disadvantages of relying on Wikipedia The value of blogs to understand different viewpoints on a range of topics Contribute positively to life in modern Britain Students are taught about o how to use the internet positively including social media o how to leave a positive digital footprint and the impact this has on their lives including in the years to come o the history of computing and the influence of key historical figures from the UK in

13 the development of modern day technology The dangers of the internet are highlighted to students and they are taught about what to do if they are uncomfortable with any online behaviour or material they see

14 British Values in English - Respect civil and criminal law Through the study of English students develop a knowledge, appreciation and understanding of: o The consequences of following the law (GCSE - Of Mice and Men, An Inspector Calls, The Crucible) o The abuse of power in novels such as Animal Farm, 1984, Lord of the Flies, The Crucible. o Punishment for not following the law in texts such as: An Inspector Calls. - Appreciate viewpoints of others on ethical issues Through the study of English students develop a knowledge, appreciation and understanding of: o Critical approaches to texts; seeing alternative viewpoints and interpretations. o Constructing arguments on: racism, sexism, homelessness, identity, homophobia, conflict and war and moral dilemmas. o Texts that deal with these issues include: Stone Cold, Two Weeks with the Queen, Tulip Touch, Of Mice and Men, To Kill a Mockingbird, Poetry from other cultures. - Acceptance and engagement with fundamental British values of democracy Through the study of English students develop a knowledge, appreciation and understanding of: o The importance of taking an active part in debates, appreciating other people's views in debates. - Contribute positively to life in Modern Britain Through the study of English students develop a knowledge, appreciation and understanding of: o The ability to think critically, engage in classroom discussions and listen to alternative viewpoints on issues arising from texts o Home and global events and how they are represented in the media, including fiction and non- fiction (War poetry, War Horse, An Inspector Calls, persuasive language in political speeches and advertising) o How charity campaigns convince their target audiences - Actively fighting extremism and radicalisation Through the study of English students develop a knowledge, appreciation and understanding of: o Discussing human rights and responsibilities, being critical and evaluative in dealing with the issues raised in texts they read. o Discussion arising from The Crucible, Purple Hibiscus.

15 British Values in Geography Geography is the study of people and their environments. Being a UK school much of what we teach focuses on the UK and uses UK examples which teaches the students about different areas and communities around our country. This therefore demonstrates the diversity that is evident in today s Britain and also often links it to our past history to explain how we are today. Teaching topics which reinforce British values Through teaching about Development and Aid, as well as extended topics on China, India and Africa the students learn about our relationship with the international community, how other countries view us and how different other countries are compared to us. Therefore recognising what distinguishes us as British. Similarities and differences are observed discussed and evaluated. Other topics such as Economic Activity in the UK remind us of the changes that have occurred in how Britain s population work and how that has shaped and continues to influence communities and political support and policy. Studying the Demographics of the UK also reminds us of the problems we face as a nation and whilst studying Migration we teach about the positive effect migrants can have in alleviating problems such as a high dependency ratio and an aging population. Migration is a contemporary and important topic and therefore throughout all Key Stages there is plenty of time to look at all elements of UK migration, both Emigration and Immigration, and with a very diverse background in our pupils we ask them to draw on personal experiences to help understand the subject better. Respect Civil and Criminal Law TOPIC: Changing urban environments within this; students learn about the causes and consequences of social disharmony and poverty issues appreciating how this can influence sertain areas in their political stance. Also the evaluation of the success of development projects and urban regeneration schemes allows students to appreciate ethical issues of race, assimilation and segregation. Appreciate viewpoints of other ethical issues Development, Trade and Aid: successful and unsuccessful efforts to reduce development disparities are studied in detail and ethical questions raised about their effectiveness. Globalisation, has many challenges and students are taught to be open minded and not UK centric allowing them to appreciate alternative viewpoints and investigate the winners and losers of the our world becoming smaller. Global Climate Change and our role in it; this topic brings about a variety of ethical issues about our life style and the choices we make. Our responsibility to the planet and the struggle of many poor communities to cope with what the richer world have brought upon them. Engagement of British values of democracy The European Union, Colonialism and Neo colonialism and International relations all are studied and provide the

16 students with an idea of several political systems and their respective merits and also short comings. Contribute positively to life in Modern Britain Awareness of Global issues e.g. Ebola, Famine etc. what we can do to help? Geography is on display every day in the news and therefore teachers use current issues to help the students understand in a geographical context the complexities of the modern world. Using up to date examples and looking at them whilst remembering our global responsibilities can teach students how we can contribute to a modern Britain as well as be part of the larger global community.

17 British Values in History - Respect civil and criminal law Through the study of history students develop a knowledge, appreciation and understanding of: o The establishment of law and order in Britain and other nations across historical periods o The use of power and control in Britain and other nations across historical periods o The abuse of power and control in Britain and other nations across historical periods o Crime and punishment in Britain and other nations across historical periods o The role of people and protest as a vehicle for change - Appreciate viewpoints of others on ethical issues Through the study of history students develop a knowledge, appreciation and understanding of: o The causes and consequences of conflict in Britain and other nations across historical periods o Interpretations of historical events, people and periods o Causes for the development of divergent interpretations o Moral values in Britain and other nations across historical periods o Ethical actions in Britain and other nations across historical periods - Acceptance and engagement with fundamental British values of democracy Through the study of history students develop a knowledge, appreciation and understanding of: o The establishment of law and order in Britain and other nations across historical periods o The use of power and control in Britain and other nations across historical periods o The abuse of power and control in Britain and other nations across historical periods o The role of people and protest as a vehicle for change o The development of individual opinions - Contribute positively to life in Modern Britain Through the study of history students develop a knowledge, appreciation and understanding of: o Citizenship what is means to be a citizen of Great Britain and to exercise our civil rights o The integral importance of utilising the right to vote o o o The ability to appreciate divergent nations, events, people and beliefs The ability to think critically, engage in discussions and question events and beliefs Home and global events their causes, events and effects - Actively fighting extremism and radicalisation Through the study of history students develop a knowledge, appreciation and understanding of: o Human rights and responsibilities o Civil rights and responsibilities o Conflict and its impact on people and places o An interlinked and global community o The ability to think critically, engage in discussions and question events and beliefs

18 Exemplar Topics - The Norman Conquest, the Peasants Revolution, the establishment of the Early Modern State, the English Civil War, the Republic, the Restoration of the Monarchy, the British Empire, the Trans- Atlantic Slave Trade, Suffrage for Women, Conflict and Warfare, the role of the Government and the Media, the Cold War, The Weimar Republic, The Third Reich, Civil Rights in the USA.

19 British Values in Maths - Respect civil and criminal law In mathematics, students are taught to think morally and to distinguish between right and wrong in the classroom in the maths lessons with regards to behaviour. The maths department follow the school behaviour policy using rewards and sanctions when appropriate. The staff give a clear reason why they are being given out. - Acceptance and engagement with fundamental British values of democracy We actively promote the fundamental British values of democracy through: Group presentations in maths with a democratic voting system - Contribute positively to life in Modern Britain Students actively contribute positively through: entering national competitions such as the UKMT group maths challenge.

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21 British Values in MFL People, their relationships and their interactions with others are an intrinsic part of what we teach in MFL, and the cultural immersion of learning a language cannot be avoided. In MFL, pupils are encouraged to consider this in the study of each of our languages, namely French, Spanish, and German and we promote study of other languages and cultures, amongst other things via our Italian, Portuguese, Polish courses as well as our Mandarin course in partnership with King s College. We give our students an opportunity to both consider the needs and experiences of people of other cultures, and reflect upon their own response to this via: KS3: Various topics (Y7 French transition Unit literary text by Paul Eluard is exploited to discuss WW1 & WW2- and its Résistants who helped fight for British and European values; Y8 and food / drinks & world / religious celebrations; students begin by exploring Catholic/Christian/Muslim religious and Pagan celebrations and festivals in target language countries and reflect on their meaning, significance as we believe learning about and understand the different cultures and religion in our community brings us together under the British value of tolerance. Y9 do some work around film studies in which democracy, tolerance, well- being of young people and the evolution of the law are discussed to promote tolerance and respect (Au revoir les enfants / Sophie Scholl). KS4: Students learn how religion and beliefs are reflected in the use of language, and they understand how religion and faith varies across the Bundesländer. Christmas still remains a huge religious and family- centred festival and we talk about its importance in lessons. Faith and spiritualism play an important part in any society, especially here at the Ursuline. KS5: Older students look at the bigger picture of immigration, its history and effects on current- day society. This includes a consideration of the Muslim faith Roma spiritualism and also the Jewish faith. This is part of both the core curriculum and the cultural studies of Un sac de billes and La France sous l Occupation. Students also learn about communities such as the Basque region and the civil was in Spain. In German, KS5 students learn about and discuss the East / West division. In all 3languages, KS5 also enables us to discuss and compare the different views / social debates / legal positions & rules in England vs target language countries. We also encourage students to discover, discuss and debate unfamiliar lifestyles, global events, controversial issues, problems and changes in our KS5 curriculum.

22 Overall, in MFL we feel that the very nature of our subject enables students to become more aware of key British values and the British identity (vs the one of the Target Language country ) and teachers promote these values throughout the year by modelling respect and tolerance as well as via discussing key issues / traditions and customs across the Key stages.

23 British Values in Physical Education Respect civil and criminal law In the PE department we encourage moral thinking; we make the students aware of physical, mental, social and moral choices with regards to taking part, teamwork and competition. We celebrate successes and reward positive behaviour through competitions, rewards and we also send home congratulations cards. We celebrate success also by hosting an annual Sports Day to share these personal achievements and team success. Appreciate the viewpoints of others on ethical issues. In PE lessons and in clubs we promote and encourage individual expression of the ethnic and cultural values of all students. Acceptance and engagement with fundamental British values of democracy Students are all members of class and club teams through all key stages which encourages them to work collaboratively and fairly with each other. The picking and selecting of teams is completed in a way in which students can feel part of group to achieve. Inter house competitions allows students to work in a community encouraging core British values in society.

24 British Values in Citizenship - Respect civil and criminal law o o We teach units at AS & A2 about the justice system in the UK. We learn about the structure of the court system and the ro9le of government in passing legislation and sentencing requirements. We learn about civil liberties and rights and responsibilities that citizens have. We look at the prison system and examine data in depth as to why people are sent to prison and look at the moral and ethical issues to do with sending people to prison. - Appreciate viewpoints of others on ethical issues o At AS a core topic is the Human Rights Act we examine the act in depth and learn about its key features. We also learn about case studies using the Human Rights Act and debate if the HRA is for for purpose. - Acceptance and engagement with fundamental British values of democracy Politics is all about actively promoting the fundamental British values of democracy through learning about: o o o Parliamentary democracy, local, regional and national governments; the British political system; laws and why we need them. Democracy, monarchy & constitutional history including the political parties; the Justice system: police, courts and tribunals; Justice: how justice works, rights & responsibilities. - Contribute positively to life in Modern Britain Students actively contribute positively through: o o o A student conference is being run this year (January) about membership of the EU. Students learn about the importance of democracy and voting Students have taken part in their local Youth Parliament and online petitions - Actively fighting extremism and radicalisation

25 o We discuss extremism and radicalisation as part of our study on civil liberties and rights & responsibilities.

26 British Values in Guided Studies (EG. Design Technology) Respect civil and criminal law In the Technology Faculty we encourage moral thinking, we make the students aware of material choices and the processes the materials have gone through in order to become available to us. We celebrate successes and reward positive behaviour through competitions, rewards and we also send home weekly congratulations cards. Appreciate the viewpoints of others on ethical issues. We discuss fabric choice and manufacture, sustainability and deforestation, along with the ethical issues associated with food choice through all key stages. We also refer to the impact that advancing technology has on the environment for example mining of minerals needed for mobile phones. Acceptance and engagement with fundamental British values of democracy Year 9 we celebrate cultural diversity in designing a food for a culture. In Year 7 Textiles, students design a cultural cushion. Projects contribute positively to life in Modern Britain We have International links with the Ursuline in Dallas, and the food department s over monthly recipes. The Product Design department has helped run an Engineering conference for students around the London area. We have been keen to enter competitions internally like the Master Chef competition, and externally, the Product design students take part in project Ventura run by the Design museum and, the Year 10 textiles department is currently taking part in the Concept Catwalk competition run by the Mayor of London. Respect civil and criminal law

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28 British Values in RS Summary of Curriculum from Year 7 -Year 11 Respect civil and criminal law Appreciate viewpoints of others on ethical issues Acceptance and engagement with fundamental British Values of democracy

29 Contribute positively to life in modern Britain

30 British Values in Science - Respect civil and criminal law Law is an integral part of science. New research into drug design, stem cell technology, genetic engineering, mining, engineering, mobile phone and computer research all have to follow strict laws that govern their safety and application. From patenting work to following British Safety Standards to destroying a cloned embryo before the cells can specialise, civil and criminal law must be considered by all scientists developing new and existing technology. Students are challenged to understand the reasoning behind such laws and how legislation can differ between different countries and how this may impact upon Britain itself. An example is the easing of America s stance on genetic modification research has led to many scientists leaving Britain to get bigger grants in America. We actively promote civic institutions so that students value and appreciate the local the Health system, the Police, the justice system and Social Services and how Science has an active role in the day to day functioning of these establishments. - Appreciate viewpoints of others on ethical issues Science has many complex ethical issues from genetic engineering, cloning, drug testing and pollution to nuclear power stations. Students are expected to weigh up both sides of any argument and provided a reasoned response that underpins their own stance to these issues. This is done through debates, links with industry, Science Week events, examinations and Research Prep tasks. - Acceptance and engagement with fundamental British values of democracy Science is a universal language and discipline that can be used anywhere in the world regardless of race, language or religion. We show, through initiatives such as the Human Genome Project, how Scientists collaborate worldwide to share data, theories and conclusions. The physics behind building a bridge are the same in Britain as they are in Nairobi. The element Gold has the same symbol in the periodic table regardless of whether it is English or Arabic being spoken. Through topics such as evolution, biodiversity and variation, we emphasise how we are all the same species regardless of ethnicity, background or beliefs. This supports the British ethos behind democracy. - Contribute positively to life in Modern Britain From inventing the World Wide Web, to mobile phones, laptops, electricity, televisions, bicycles, Stem Cell Transplants, DNA Fingerprinting and Marmite, no other country has contributed so much to modern life in the 21 st Century. The Science Faculty promotes this through its teaching and through its elevation of such notable scientists as Charles Darwin, Robert Hooke, Stephen Hawking, Watson and Crick, Rosalind Franklyn and Jocelyn Bell Burnell.

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