Ethics and Values

Purpose and rationale:

This plan incorporates a wide range of objectives covering diverse aspects of the academy’s work.

The intention is to bring together existing, embedded, new and planned provision under a single umbrella approach. The remit of this approach covers aspects of (but is not limited to) the following areas:

  • The Academy’s duty under the 2010 Equality Act
  • Safeguarding and the requirements of the DfE document "Keeping Children Safe in Education"- July 2015
  • Our duty as a school within the Security and Counter-Terrorism Act: "Prevent"
  • The duty to effectively promote Fundamental British Values (F.B.V.)
  • Social, Moral, Spiritual and Cultural education (S.M.S.C.)
  • Citizenship and PS.H.E.
  • The Academy’s vision for enhanced community cohesion

This is an important area for Stanchester Academy- indeed any school – and is entirely in keeping with our core ethos.

Moreover, it is our moral duty and an inevitable part of our declared intention to help shape effective global citizens who are able to:

  • thrive in and contribute to a rapidly-changing and highly diverse British society, and
  • better understand a complex international landscape.

Coverage and aims

The duty to promote student’s awareness, understanding and skills when dealing with complex issues of race, equality, faith, spirituality and personal responsibility cannot be effectively covered by a “bolt-on” response. It must become embedded in the core of the school experience and part of our core identity: “who we are and what we stand for”.

The test, therefore, has to be to what extent there is a central theme throughout all aspects of school life, intrinsic within our “D.N.A.” as personified by:

  • The curriculum-in its broadest sense
  • Extra-curricular provision and opportunities
  • Our Quality Assurance procedures
  • Our policies
  • Our professional development practices
  • Our recruitment procedures and staffing structures
  • Our improvement planning and self-evaluation processes

In order to bring together the salient points and diverse areas involved, a single E+V implementation Plan has been drawn up. The plan is provided as an appendix to this document. Other documents, such as the annual SMSC audit and the Equality Duty statement, are also included as appendices.


We are cautioned against creating a separate curriculum strand for British values, and rightly so. As part of SMSC development, British values are not easily ‘taught’. Instead, they need to be lived through our ethos and values.

Producing a set curriculum or skills progression and limiting our provision to this risks turning British values into a tick-list of activities: rather, we aim to imbue the curriculum with an identity or “flavour”. In this way, we are aiming to provide evidence of how British values ‘flow through’ the school as a meaningful, character-building part of our work, in order for it to be seen as an obvious facet of our core ethos and an integral part of our SMSC provision.

The DfE guidance of 2014 describes Fundamental British Values as:

  • an understanding of how citizens can influence decision-making through the democratic process
  • an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety
  • an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence
  • an understanding that the freedom to choose and hold other faiths and beliefs is protected in law
  • an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour
  • an understanding of the importance of identifying and combating discrimination

FBV and SMSC-examples across the curriculum

  • English and Modern Foreign Languages: many books studied or referenced have themes covering tolerance, mutual respect and democracy, as well as the perception of the individual in a local, national and international context. Lessons will specifically emphasise these key terms, looking at how they are thematically presented and how characters embody these values. Poetry, songs and language from other cultures will also be examined, in both English and MFL lessons. Linguistically, MFL lessons will draw out aspects of idiomatic, vernacular and other language patterns to demonstrate the differences and close similarities which bind language, and therefore culture together. These key language terms will be reinforced in English lessons, as part of core grammar and linguistic teaching. Lessons could explore the meaning of concepts such as liberty, democracy and tolerance, especially with regard to the individual’s perception of their place in society, and different socio-political and historical viewpoints of the individual. In Modern Languages, the significant aspects of religious minority groups will be covered, in order to give a true flavour of 21st century life in France and/or Spain and Francophone/ Hispanic countries. Additionally, the cultural heritage and traditions of these countries will be covered, from the perspective of diverse aspects of life including- celebrations, holidays, traditional foods family events.
  • Citizenship activities; assemblies; PSHE (guidance time) and student voice: students should be able to understand their personal rights and freedoms, and they should be advised on how to exercise these safely. Students should have the opportunity to learn about different models of democracy and take part in votes, student voice questionnaires and school councils. Topics such as anti-homophobia, equal rights, personal liberty and e-safety should be taught and explicitly covered in the context of current national and international events. Assembles will specifically reference major religious festivals and celebrations throughout the year, investigating how the major world religions approach them from a cultural and faith perspective.
  • Work-related learning. As well as covering the purely practical aspects, this growing aspect of our provision will also reference the moral and ethical importance of contributing to society through work and taxes. Through Citizenship and guidance time, the importance of work and the welfare state in the socio-economic viability of the modern family will be referenced, as well as basic household finances.
  • Religious education (RE) in Ethics and Values lessons: lessons should reinforce messages of tolerance and respect for others. Children should have the opportunity to visits places of worship that are important to different to faiths and/ or to understand the precepts of different faiths in greater depth. We will actively promote diversity through celebrations of different faiths and cultures, and draw out key points regarding religious observance, conformity and the place of religion in Western culture.
  • Humanities. History and geography: students should analyse events in UK and world history where British values have been tested such as both World Wars. In geography, students could look at how different cultures live and work throughout the world. Opportunities to reinforce the key themes and terms referenced in English/ MFL lesson should be regularly sought and maximised.