British Values

We actively encourage and promote British values at Brompton Academy and firmly believe that all students should embrace and outwardly demonstrate the values of honesty, loyalty, integrity, respect and democracy, regardless of their nationality, culture or religious belief and have tolerance of others.  Through our bespoke Personal and Professional Development Programme, Ethics, Assemblies and Tutor time we immerse and offer our students access to learning about spiritual, moral, social and cultural education.  

We strongly believe students should not merely be taught British values but that they are embedded into Academy life and are the foundations for how we interact, learn, communicate and work together as a wider community.  Our innovative approach ensures that British values are core to the Academy’s ethos of inclusivity and is accessible to all students at Brompton Academy.  

Through our bespoke Personal and Professional Development (PPD) curriculum we focus on personal values and identity in Phase One. Students look at what helps form their own identity and what people consider as being typically British. Students learn that Britain is a diverse nation full of a variety of ethnicities, cultures and beliefs.

In Phase Two, Year 9 students focus on diversity, prejudice, discrimination, self-image and assertiveness. In Year 10 we look at issues that are linked to various different cultures within Britain, such as; domestic violence, forced marriages, extremism and female genital mutilation. In Year 11 this spiralled curriculum approach allows students to develop their prior knowledge further learning about: Diversity, discrimination, conflicting values and challenging and offensive behaviour.

In all year groups at Brompton Academy students’ look at which cultures and events are influential within British society and how they influence us as a nation. All students are assessed with the same question at the start of the module and at the end. This enables us to track the acquisition of knowledge and understanding and illustrates what progress has been made, how opinions may have changed.

In Ethics we look at the rule of law and how this may be contrasted with religious rules or moral precepts. For example, in an exploration of the idea of rules generally, children may consider why we all have to follow civic law and the impact this has on our lives. This may then be contrasted with rules, precepts and guidance given by different religious communities. In addition, pupils may explore how democracy and legislation in the UK, in contrast to some other jurisdictions, support and protect people’s religious beliefs and freedoms. 

We also explore the idea of individual liberty by studying non-Christian faiths in the UK the idea of freedom of religion may arise as part of the rights of the individual. 

We address the issue of mutual respect across the phases in Ethics lessons through case studies, religious teachings and ethical debates. Pupils hear stories of people who have taken particular actions because of their beliefs, actions that have been about equal treatment and respect for those who are, for example, black, female, or have a different religious belief from the majority, such as Martin Luther King or Malala Yousafzi. 

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