Visions and Values
Trust Ethos and Values
How is SMSC integrated into the curriculum?
All the projects that make up the Cornerstones Curriculum include the four stages: Engage, Develop, Innovate and Express. Each stage promotes and develops specific aspects of SMSC. For example, in the Engage stage, children take part in a Memorable Experience. Historical, cultural and heritage sites form the basis for many of the Memorable Experiences, which helps schools cover the SMSC statement about ‘understanding and appreciating the wide range of cultural influences that have shaped their heritage and those of others’. The curriculum lessons included in these four stages provide a wide range of opportunities for children to acquire the SMSC skills.
How is FBV integrated into the curriculum?
Each of the Cornerstones SMSC skills promotes specific Fundamental British Values: democracy, the rule of law, individual liberty and tolerance and respect. Therefore, the curriculum lessons included in the four stages of Engage, Develop, Innovate and Express promote and develop aspects of both SMSC and FBV.
The Democracy Rules standalone mini projects are a series of short projects that supplement Curriculum 22. The sessions in these projects provide opportunities for children to develop an understanding of what is right and wrong, rules and laws and what it means to live in a democracy.
The Yoimoji characters also supplement Curriculum 22. They are a collection of characters designed to help us promote values-led learning that includes FBV. Through the Yoimoji characters, we are providing opportunities for children to learn about and understand the importance of the values set out in the FBV.
Our Vision and Values
Our vision and values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens. We have recently changed our vision to reflect our connectedness within the MAT and we are 'All parts to make the whole'
Promoting British Values at Templars Academy
All schools have a requirement set out in section 78 of the Education Act 2002 to promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.
The Government set out their definition of British values in the 2011 Prevent Strategy; these were reinforced in September 2014. These new regulations must also run parallel with the requirements of the Equalities Acts. Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance. Schools are expected to focus on, and to be able to show, how we are successfully educating pupils in embedding fundamental British values.
The Department for Education sets out a five-part definition of British Values including:
· The rule of law
· Individual Liberty
· Mutual Respect
· Tolerance of different faiths and beliefs
How Templars Academy Promotes SMSC and British Values
Our houses, from September 2021, are names after Royal residences:
We also name our classes after stations on the Central Line. The central line connects to Stratford and Liverpool Street, which is where are main line leads to to get us to London!
• To enable students to develop their self-knowledge, self-esteem and self-confidence;
• To enable students to distinguish between right from wrong;
• To encourage students to accept responsibility for their behaviour and to recognise that their actions have consequences.
• To show initiative, and to understand how they can contribute positively to the local community and more widely in society (For example through fundraising events, through improving the local community and its facilities)
• To enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
• To develop and nurture tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
• To encourage respect for other people in the wider world; for their peers and staff immediately within their school environment
• To encourage respect and an understanding for equality and democracy including an understanding of democratic processes.
Through the promotion of SMSC and British values as a result of this pupils will learn:
• 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 combatting discrimination
How Templars Academy is meeting these requirements
Many of these principles will be endorsed and promoted through day to day school life as well as through the Curriculum offered; particular subjects such as PSHE (Personal, Social Health Education) and RE (Religious Education) lend themselves to topics and themes covered but outlined below are some examples of how Templars Academy is facilitating this practice.
(The Curriculum overview for both PSHE and RE provides further information about topics that are taught in each year group).
Pupils learn about citizenship within the PSHE Curriculum including voting rights and responsibilities, about the democratic process and who can vote. Pupils have also had the opportunity to meet with professionals such as the local MP to learn and discuss issues pertaining to this. Visits to the Houses of Parliament are also undertaken so that pupils can see where laws are made and passed as well as understand further the process of democracy.
Within the school setting pupils themselves take part in the voting process through electing their peers for various roles such as the School Council. These groups also provide a forum for pupils to develop their ‘voice’ and to raise matters pertaining to them. Pupil views are actively sought on matters including what they would like to see changed in the school as positive outcomes, how monies are spent and how some resources are purchased. Pupil questionnaires and interviews also take place throughout the year. There is dedicated time each week in our class assembly time where pupil voice is actively promoted and pupils can discuss issues.
At Templars Academy we believe that through the active participation of pupil voice we develop confident, well rounded learners who have a greater, sophisticated understanding of democracy in the future.
The rule of law
Pupils are educated to understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. Pupils at Templars Academy will encounter rules and laws throughout their entire lives. Pupils themselves help to take part in the rule making process at the start of the academic year when they create their own year group ‘Codes of Conduct’ this ensures that rules and boundaries are both meaningful and purposeful to pupils. The involvement of our pupils in the creation of the school rules helps them to understand the reasons behind the rules and the consequences if they are broken.
It is imperative that our pupils understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons and must be adhered to. The understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. Throughout the year we welcome visits from members of the wider community including police, the fire brigade and many more; clear explanations and real life stories emphasise the importance of the rule of law for our pupils.
At Templars Academy we seek to create a positive learning environment where pupils can feel free to both take risks with learning and to learn without limits. Through the Creative Links Curriculum and through the promotion of ‘Building Learning Power’ pupils are encouraged to make choices and freedoms with their learning. Pupils are taught key skills for particular subjects and are then encouraged to develop their own lines of enquiry and research through exploring their own interests demonstrating that they have achieved the set skill.
Through our promotion of safety and E-Safety, we educate children on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely.
Through the promotion of School Rules such as the year group ‘Codes of Conduct’, through celebration assemblies such as ‘Star of the Week’, ‘Ambassador’ and through achievement awards pupils learn to treat each other and staff with respect. Pupils also develop an understanding of ‘right and wrong’ and codes to live by; they recognise these qualities in their peers when electing them for class Ambassador. Mutual respect is at the core of our school life. Pupils feel valued because they are listened to and have an active ‘pupil voice’ within the school.
Tolerance of those different faiths or beliefs
Templars Academy offers a diverse curriculum in which all major religions are studied and respected; tolerance is gained through knowledge and understanding. Special days take place within the school year to help widen pupils’ experiences of different cultures. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens.