The Department for Education has introduced a statutory duty for schools to promote British values more actively and to ensure they are taught in schools.
Alt Bridge School is committed to serving its community. It recognises the multicultural, multi-faith and ever changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them.
It follows equal opportunities guidance, and will not tolerate discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Alt Bridge School is dedicated to preparing students for their adult life beyond the formal, examined curriculum and ensuring that it promotes and reinforces British values to all its students across all curriculum areas.
Please see attachment for individual subject contributions to British Values.
How we promote Spiritual, Moral, Social and Cultural Development through British Values
We promote spiritual development
We promote moral development
We promote social development
We promote cultural development
We promote British Values
It important to understand the way the world works and we look at how Maths appears in many different ways, such as how the Earth rotates there creating days in the year and why do we have an extra day in a leap year. Pupils are encouraged to do further research about any Maths topic ie the tallest man to have lived and this gives can give a sense of achievement.
The Moral development of pupils at Alt Bridge can occur when we use Maths in real life contexts. This is highlighted when we use Percentages in everyday life and look at Annual Percentage Rate (APR) whilst understanding how much a loan can cost altogether. Also, we mention how ‘Loan Sharks’ can cause problems financially and their impact on people’s lives.
The use of Measures of Central Tendency ie mean, mode, median and range and how each one can be interpreted in the media.
Pupils at Alt Bridge are encouraged to work independently as much as possible ie to conduct a survey of their own choice and represent it in an appropriate graphical representation which encourages decision making. We enable pupils to experience working in a team or in pairs by playing various games from the interactive board or normal white board. Pupils are given the opportunity to try and communicate their Mathematical understanding whilst developing problem solving techniques.
We mention various important Mathematicians such as Pythagoras and Fibonacci when appropriate. Also we refer to early number systems such as Egyptian and Roman Numerals (referenced to History and the Kings and Queens) leading onto our number system. The History of reading/understanding Time is referenced ie using a sundial, or a candle and their disadvantages. Also how our Calendar has been developed over time ie how July and August were established. We look at current times around the World which is to the Mathletics program when pupils attempt the ‘Live Maths’ challenge against others from around the world.
We look at how Maths can be seen in the patterns / structures of the Natural world ie recognising symmetrical patterns such as in a snowflake and looking at Tessellations such as the Honeycomb pattern.
We try to encourage mutual respect when pupils are involved in a game situation. Pupils are asked to fill in a Questionnaire to express their feelings about Maths and this reflects our Democratic way of life. By showing a good role model in lesson we encourage pupils to show kindness, have patience and to try and have self-control especially when playing any game.
In English, we can promote spiritual development through the study of the best works in the British Literary Tradition and works from other cultures, dealing with spirituality and the Sublime. In particular, much of our poetry work explores the numinous and many of our traditional texts explore the development of belief systems and faith interactions. For example, spirituality is explored in Romeo and Juliet.
Pupils can explore the moral dimension of topics through their fiction and non-fiction reading and develop their own point of view. They can explore and share their understanding of moral issues through discussion and debate.
We regularly study and explore texts that centre moral issues such as, A Christmas Carol by Charles Dickens and Stone Cold by Robert Swindells.
We promote social development by providing opportunities for talk and shared discourse in and outside school. We consider texts and language as an expression of our society.
Small group and individual tasks are embedded in lessons to promote social growth, independence, group working skills, collaboration and cooperation.
Pupils are encouraged to value their own linguistic and cultural heritage, to explore and understand it before starting to explore with curiosity and respect, the language and literature of other cultures.
We further discuss texts from different eras and how society today can learn from the horrors of the past, for example in World War One poetry and in John Steinbeck’s work, which looks at the dystopian culture in the wake of the Great Depression.
In English, we promote British Values through discussion and the exploration of a range of high quality texts and the social issues behind them. We champion respect, knowledge, tolerance, freedom, equality and respect for the law.
Teachers ensure that pupils are aware of how their learning inside of the classroom should be applied to real life situations.
We study reproduction at KS3 and again at KS4 we also cover genetics and evolution and offer an addition qualification in Child development.
These subjects give the Alt Bridge science department the opportunity to demonstrate openness to the fact that some answers cannot be provided by Science. We aim to help students understand that science concepts that conflict with biblical theory and give student opportunity to consider the differences between Darwinian theory and the biblical accounts Genesis 1 through to 2:4-3:24. We discus Aristotelian conception of the eternal with the Abrahamic view of creation encouraging student thought on the existence of life and the greater universe and how precise harmony promotes our existence and the continuation of life.
By offering pupils the chance to consider the wonder of the natural world and the inventions which have made the world a better place. We discuss issues surrounding insecticides, good and bad drugs, energy and climate change. Students are aware that not all developments have been good because they have caused harm to the environment and people. We discuss political ideology, economic theory, war and peace,
encouraging pupils to speculate about how science can be used both for good and evil.
Practical lessons give rise to opportunities to promote team work and care with our peers keep each other people safe and helping to consider how they might protect a younger or vulnerable person is the wider community or society. Using media, news articles and the internet we explore the social developments of scientific advances e.g. environmental concerns, medical advances, energy processes.
By asking questions about the ways in which scientific discoveries from around the world have affected our lives. Students access media and news look at books, news papers and the internet. we aim to highlight that scientific discoveries are made globally from a variety of nationalities, races, religions and cultures.
Alt Bridge Science Department subscribe to National Geographic, The Association of science education and student have access to science report, news and documents we encourage students to make analytic judgements and critical observations based on the evidence and consider primary and secondary motives of the information or the story behind the story. Student work with wider community through field trips, school visitors and whole school event such as ‘science week’. Lesson can offer opportunities to promote respecting people and nature and the environment, conservation of environments and animals is a key area to this goal. Understand how to look after themselves and how to make good health and diet choices.
Design & Technology
Spiritual development is very important in DT as the process of creative thinking and problem solving lies at the centre of the subject. A pupil’s ability to think creatively and show innovation can be inspirational to other but also increase their own self-confidence and belief in their own abilities.
During the planning and making process we encourage our pupils to consider the moral and ethical dilemmas raised. For example, the impact on the environment through the choices of materials that are made or the opportunity to consider sustainable or environmentally acceptable materials.
During DT, there are many opportunities to promote social responsibilities. Pupils have a collective responsibility to ensure they contribute to a safe working environment where the use of tools and equipment are involved. They have the opportunity to work collaboratively with a partner or take turns in a small group, which requires effective social interaction and at times compromise. There is also the opportunity for peer evaluation and to act as a critical friend to give supportive comments to improve pupils learning outcomes.
DT often originates from an idea or artefact and to develop a wider cultural awareness we explore our past heritage as well as investigate periods of time. For example, CAM Toys based on WWII, Greek Myths, Music and Sport.
Pupils are supported to understand that they are able to listen to others but can use their own ideas and design choices when making an artefact. To show tolerance to ideas that are different to theirs.
In Drama we promote spiritual development through the study of a variety of works from different traditions, works from other cultures, and dealing with spirituality. We encourage pupils to show their curiosity in creating their own scripts and performances, therefore showing the emotional capacity of their creativity.
In Drama we explore values that are universal.
Throughout the curriculum, students are taught to think morally and to distinguish between right and wrong. Particularly in KS3 when we study ‘Let Him Have It’ and ‘Goodnight Mr Tom’, students explore morality through the texts. This is supported by drama exercises that encourage empathy and instil a sense of community.
Social development is intrinsic to Drama. We promote working in groups, co-operation, motivation and respect for others. The students are supported to develop esteem and patience for others.
Students are encouraged to develop an appreciation for how Drama is used in different settings to promote pleasure, craft and relaxation.
Cultural development is supported through the study of history, culture, performance and the exploration of a wide variety of genres. In Year 7 students explore Greek myths and legends and the history of theatre.
Through studying an expressive subject students embark on a road to self-discovery and are encouraged to communicate themselves in a confident and appropriate manner.
Students are encouraged to appreciate and be respectful to others’ opinions and ideas. The Alt Bridge behaviour policy establishes a clear use of rewards and sanctions, students are rewarded for teamwork, outstanding contributions, cooperation, listening and inclusivity through a merit award system on CPOMS which is reviewed weekly. Inappropriate behaviour is communicated through suitable channels, e.g. form teacher, Head of Year.
By considering how things would be different if the course of events had been different. E.g. what difference would it have made if the Normans had not been successful in 1066? By looking at local history and investigating the reasons why, there is a landmark, building or museum. By speculating about how we mark important events from history and the people who shaped them. By considering the role of the Church and religion and how this has played a significant role in shaping the lives of British people from 1066 through to the present. What values do we share and how has our democracy been shaped by this influence (for good and bad…)
By exploring the results of right and wrong behaviour in the past. By, considering some of the characteristics of people who have had a bad influence and caused suffering to others. What have others done to stop injustice? Are there examples from their own local area? By going beyond the facts and asking pupils to make hypotheses and pose questions such as ‘what if…?’ ‘What would have turned a tragedy into a triumph?’ ‘Do you consider this person be a hero or a villain? -why? Asking the pupils to use source materials from medieval times through to the 20thC and consider the ‘message’ of the material and what those producing it where trying to say. We discuss ‘Bias’ and ‘Lies’ and ‘Propaganda’ and how this is used to change peoples’ thinking and behaviour.
By giving the trigger for discussions about how groups and communities organised themselves in the past. By considering questions about social structure in the past. E.g. What might pupils say about the rights of children in earlier times? Is it important that society look after young children? Are there people who still do not get a fair deal? By encouraging pupils to talk to their parents and grandparents. E.g. when learning about World War 2. A comparison of the Feudal system and life of the ‘peasant’ worker with modern day working people. How do our lives/ freedoms differ and how are they the same? From this subject, we consider themes of ‘fairness’, ‘personal freedom’, ‘laws and punishments’. A discussion of ‘Civil War’, how it affected our country in the past- its affects. Linking this in with modern day examples of war and ‘civil war’ such as presently in Syria and the affects upon the civilians living in that country. A development of empathy and compassion for those from different cultures from this understanding of the effects of Civil war.
By exploring local history and under researched history and history around us. By investigating how culture is shaped by history, exploring the ‘cultural heritage’ and in particular the Christian influence on British culture. By taking pupils on visits to heritage sites and sites where images are displayed which relate to our shared British culture (e.g. we study paintings related to the English Civil War, such as ‘When did you last see your Father?’ – displayed in the Liverpool Walker gallery. A consideration of art forms from UK and neighbouring countries and how such art forms have reinforced/ influences the people of the time (e.g. Irish rebel songs, paintings of David related to the French Revolution and ‘Rights of Man’). We also study British art of the 17th C by Van Dyke and how Charles I used these as a form of propaganda.
Look at the Values of different people through time and how they are linked to us today. Look at laws in different historical periods and how people made and kept laws. Look at crime and punishment Look at how actions affecting individuals and wider groups. Look at the effect of religion at different periods of time. Develop understanding of how democratic values we share in this country link to past events; wherein the rulers and the ruled reached compromise and agreement- through discussion and often, violence. Examples of key events being- The Peasant’s Revolt 1381, Magna Carta 1215, The Putney Debates, The English Civil War, The Irish War (1916-1922); as well as considering key European events and how these also refined our understanding of human rights and what sort of society we want to live in (e.g. The Holocaust of 1930/40s and the French Revolution and Napoleonic wars)
By using Google maps and asking pupils to imagine what it might be like to live in different parts of the world. By comparing their lives with pupils living in other countries or other part of the UK, through use of various media.
By considering how people treat and take care the environment; posing questions such as, ‘How are we changing our surroundings – are some things for the better and others for the worse?’ Who benefits and who suffers? Studying rainforests, tourism and considering how we can save and sustain the various environments.
By considering social responsibility. E.g., care for the environment, impact of traffic on the local area, tourism and how tourism can cause benefits and problems for particular areas.
By making links with other countries through various topics like Japan and Italy. Experiencing culture through a visit to an Italian restaurant and experiencing Italian food. Also a sushi tasting experience. By exploring links through the European Union. By exploring cultures that Have had, and still have an impact on the local area.
By looking at how different places and countries function. Comparing and contrasting them to where we live. Learning about our local environment and facilities available.
By learning about own beliefs, and respect for faiths and values in different cultures. By encouraging mutual respect and tolerance of those with different faiths and beliefs. We also focus on the religious practices of many people living in countries were Spanish is the primary language. This allows our pupils to gain a more informed understanding of the spiritual beliefs of people of different nationalities.
By helping pupils to develop the ability to understand and appreciate cross-cultural approaches to moral and ethical issues. We invite pupils to consider the fact that we should have a moral code, which is not just limited to being British. We focus on inclusivity and encourage pupils to demonstrate an understanding of the importance of making good choices.
By promoting interaction with other pupils through cooperative learning. By encouraging acceptance of different religious, ethnic and socio-economic backgrounds. We ask pupils to write letters to Spanish speaking peers. We also research similarities and differences between Spanish students and ourselves which gives us a more informed view of Spanish society. We encourage our pupils to be forward thinking and explore the possibilities of visiting new countries, investigating new cultures and learning about how society differs in various areas of our world.
By helping pupils understand and appreciate cultural influences that have shaped their own heritage and those of others, for example highlighting similarities between English and Spanish vocabulary derived from Latin and Greek. By helping pupils to understand and respect cultural and linguistic diversity as an essential element of life in modern Britain. We seek to gain a developed understanding of Hispanic culture and how we can learn things from other ways of life. We also highlight the many positive aspects of living in British society.
By contrasting how different countries function. By learning how to argue and defend points of view in a foreign language. By helping pupils to understand the importance of identifying and combatting discrimination against people because of their beliefs, opinions or background. We celebrate difference and give our pupils the opportunity to describe their British culture and way of life in a foreign language.
Pupils’ spiritual development is promoted through the consideration of beliefs of different faiths.
Important questions such as thoughts on the afterlife fulfilment and vocation is discussed and reflected on.
Spiritual development is further developed by considering beliefs and actions of others such as Mother Teresa (Year 7) and St Francis (Year 9) with their ability to live a selfless life full of compassion and humility and willingness to serve others.
Pupils spiritual development is further enhanced by looking at aids to worship such as icons, music, inspiring words and religious artefacts and symbols and practicing meditation.
The day retreat at Lowe House in St Helens gives pupils the opportunity to reflect and contemplate themes such as “vocation” and “let your light shine”, in a relaxed and friendly Christian environment.
Pupils moral development is promoted through learning about Religious people who have stood up for their beliefs
e.g. Martin Luther King and the Civil rights movement (Year 7)
Nicky Cruz ex-gang member and born again Christian (Year 10).
Pupils consider difficult and challenging moral dilemmas such as capital punishment , abortion and euthanasia
Pupils also see how Sacred books such as the Bible the Quran and the Torah such as the 10 Commandments serve as a guide to living a good life and helping us to answer difficult questions.
Pupils consider the state of the planet and our responsibility to care for it through issues such as poverty, inequality and injustice and link it to religious beliefs such as the Creation Story
Pupils consider the work of aid organisations such as CAFOD and Fair trade and recognise moral teachings of all religions that promote equality and justice
Pupils social development is promoted by giving pupils lots of opportunities to share their ideas and listen to the ideas of others in class discussion , role play , group work and School visits to
Cathedral (Year 7)
Synagogue (Year 8)
Mosque (Year 9)
Retreat 9 (Year 7-11)
The Department has also welcomed visiting many speakers such as a representative from The Gideon organisation, Father Tom Leigh a Catholic Priest and a man who converted from being a criminal to a born again Christian
Trips out of School also give pupils social opportunities to listen to and engage people from other faiths.
Pupils’ cultural development is promoted by developing an understanding and appreciation of the rituals, beliefs, symbolism and practices of world religions. These include
Buddhists (Year 7), such as meditation and the Lotus flower
Jewish Faith / Hindu Faith (Year 8) such as Passover and Diwali
Muslim Faith ( Year 9) such as Ramadam and Hajj
The Department uses many Religious artefacts to promote cultural understanding
Visits out to places of worship also talk place through the year giving pupils further opportunities to learn about another culture. e.g. dressing up in traditional Muslim costumes trying Jewish bread
British values of fairness and equality are promoted by recognising the principles and values that underpin religious beliefs such as love thy neighbour and Zahat (5 pillars)
These values are put into practice in the classroom by encouraging pupils to share their ideas in an atmosphere of understanding and toleration of difference
Pupils learn about the beliefs of other faiths in the context of Britain being a multicultural society. Visits to a Temple , Mosque and synagogue reaffirm this
Art & Design
By providing opportunity for pupils to explore spirituality in art. For example, the use of colour and symbolism in African and Aboriginal beliefs and how these are represented and why. By exploring life and world events and asking what the artist was trying to convey. By promoting the process of ‘reviewing and evaluating’.
By exploring how emotions and inner feelings are expressed through the formal elements of art like tone, colour, line, texture, pattern and shape. For example, in studying the use of photomontage by artists like Rauschenberg and other topics like viewpoint. By responses to and use of visual images to evoke and record a range of emotions with a variety of media and approaches.
By sharing resources in class. By exploring social conflict and resolution. By exploring art as a powerful social tool e.g. in advertising, in representing particular groups such as pop culture and pop art. By looking at the benefits of public art for everyone in the local community and working together as a school to produce shared pieces that realise a communal intention.
By experiencing a wide range of creative media from around the world. Pupils work on different styles of art from around the world and throughout time. For example, from stone age-mark making to modern public sculpture. By working towards the ‘Arts Mark’ award so as to promote a sense of culture for learning/art across school.
By giving and receiving opinion in a structured and respectful manner. Respecting the work of others. Looking at art from other cultures and times. Building resilience and perseverance so as to promote confidence. Promote reflection of our and others’ work to look for areas of strength and areas that we could make even better.
By providing opportunities for pupils to explore their creativity through playing instruments, singing, experimenting with sounds and performing.
By exploring how music can convey emotions such as sadness, positivity, anger, joy and to describe how they feel when listening to music. To appreciate the hard work and determination needed to learn to play a musical instrument.
By exploring how they can work together to create a choir or a music group through co-operation and co-ordination. By appreciating how music can be used in different place for worship, relaxation and pleasure.
By listening to and appreciating music from around the world and giving our own opinion on it respectfully. By encouraging all children to sing and play musical instruments for pleasure.
By understanding that what one person enjoys listening to may be different to others. To form their own opinions and value the opinions of others. By exploring how music is used in different cultures and religions and to be respectful of this.
Pupils able to reflect consider and express opinion on the meaning of life and pupils place in it in relation to real issues through the PSHCE curriculum, such as equality and respecting difference (Year 9) global issues (Year 10) Human rights (Year
Civil liberties, rights and responsibilities of being a UK citizen (Year 8) moral issues around Law and Justice e.g. why we have laws, why people are punished etc. (Year 9). Equality and respecting difference looking at terms such as prejudice and discrimination, laws to protect etc. Global issues such as poverty, harm to the environment etc. (Year 10) Human rights e.g. what is a human right? discussion around denial of human rights and organisations that support Human rights around the world (e.g. amnesty) (Year 11)
The organisation of the lesson allows for lots of social interaction e.g. discussion, speaking and listening to others, working with others through group work activities, trips out of School e.g. The Food Bank Visitors into School e.g. the Samaritans
The Curriculum festivals and celebrations from around the world (Year 7)
The Curriculum Democracy and Parliament unit in Year 7 and Government unit in Year 10 defines the reason for Government and democracy The rule of law and justice is covered in Year 9 and looks at the aims of laws and the role of punishment in upholding a civilized society Individual liberty and participation is covered in Year 8 and includes discussion on features of the British way of life including mutual respect, tolerance of those of different faiths and beliefs through the units on festivals and celebrations in Year 7 equality and respecting difference in Year 9 Community relationships in Year 10 and human rights and identity in Year 11 including a section on British Values what they are
Computing at Alt Bridge provides opportunities for reflection of the achievements in ICT today and the possibilities for the future. ICT lets students have the opportunity to reflect on how computers can sometimes perform better in certain activities than people. Computing continually takes the opportunity to praise students for their contribution in lessons.
Pupils consider issues surrounding the misuse and access rights to personal data. The use of case studies in computing encourages students to draw conclusions through evidence rather than their preconceptions whilst allowing the students the time to reflect on the origins of
their own personal perceptions of a topic. Pupils consider the effects of social networking and the consequences of cyber bullying; they also consider the legal aspects of ICT including the Data Protection Act, Computer Misuse Act and Copyright legislation. They consider the implications of file sharing and downloading illegally and the penalties for engaging in this type of activity.
Pupils develop their skills in a range of software they are challenged to work in groups to find solutions whilst developing respect for the ideas and opinions of others in their team. This is particularly prevalent in the design phase of tasks given. In addition, pupils are encouraged to develop their team working skills through collaborative work and research. The students
also explore the concept of teams and the roles that individuals have to play. Computing also helps pupils to express themselves clearly. As pupils’ progress through their learning they will consider more complex social needs and are encouraged to research and work collaboratively to find appropriate solutions to issues that may affect particular groups within society.
Computing allows pupils to develop and explore their problem-solving skills. Computing Empowers students to apply their ICT and computing skills and to gain knowledge of how programming links between subjects for instance maths.
Students explore how developments in technology have changed our culture, particularly the rise in social networking sites and the ability to communicate instantly across National and International borders.
Teaching actively encourages students to develop a sense of resilience in being able to explore approaches to problem solving without fear of failure.
At Alt Bridge we aim to achieve spiritual development by delighting in movement, particularly when pupils are able to show spontaneity during activities such as dance, games and gymnastics which help pupils to become more focused, connected and creative. We add mediation elements to the end of lessons to help pupils relax and become aware of what they have achieved and help our pupils to be aware of their strengths and limitations in order to achieve success as an individual and as part of a team.
In every PE lesson we ensure moral development is a key focus. This is done by discussing fair play and the value of team work. Developing qualities of self-discipline, commitment and perseverance can help develop positive sporting behaviour. Pupils have the opportunity to develop these skills further by attending clubs, representing the school and helping to officiate at events. Pupils learn to respect one another by helping each other if they need it and developing a sense of empathy.
Each PE lessons is tailored and adapted to ensure all pupils are involved in some capacity to help develop a sense of belonging and self- esteem through team work and boosting confidence with social skills. We aim to develop a sense of community and identity through taking part in inter school events and having links with other schools and sporting clubs i.e. Knowles Harriers. We take part in residential activities that allows pupil from all year groups to interact with each other. Our PE department offer a wide and varied PE extra-curricular clubs in relaxed and fun atmosphere to encourage mass participation
Each unit of work we cover in PE allows our pupils to learn about the history of sports, and where they originate and provides a different insight. Our PE department make links with national and global sporting events such as the World Cup and the Olympics that highlights various cultural differences across the world and explores rituals surrounding sporting activities/nations. Our school sports day allows for pupils to research different countries and their sporting stars. We offer the Duke of Edinburgh Award that provides opportunities for our pupils to discover more about local communities and environment.
By taking part in PE our pupils work in teams and share resources in order to reach their potential and make progressions. Pupils get to choose captains by voting fairly and considering everyone’s strengths. Fair play and respect is at the heart of every lesson and both staff and pupils ensure anyone taking part in activity understands this. Maintaining a healthy lifestyle is a lifelong skill and is promoted actively. Traditionally every year participate in whole school Sports Day and take part in National School Sports Week. This involves not only staff and pupils but also parents and local community.
By encouraging discussion amongst the groups, pupils are given a forum to express opinions and ask questions in a safe and open environment. We consider the value of the individual and the value of what makes us different and what makes us the same. We visit places of ‘spiritual’ value- places of natural beauty, places where religious/’spiritual’ art is displayed and places that celebrate altruistic behaviour and valour- this presenting the pupils with opportunity to challenge or augment their present understanding/ beliefs about the world, religion and themselves.
Through discussion, role playing and group games, we consider what it means to be a ‘moral’ citizen and how to be an effective and assertive person; dealing with possible ‘conflict scenarios assertively, whilst at the same time, respecting others’ freedoms and differences. We encourage pupils to learn to listen to others in the group, showing proper respect for their peers and staff. Through ‘group mentors’, as well as the general comradery, we give pupils the chance to develop a sense of personal morality and personal accountability.
We encourage pupils to develop ‘their own social style’ and confidence. This is done passively and actively. Passively- through association with others of different ages in different or unusual settings, wherein they are encouraged and expected to behave in a socially age- appropriate and mature manner. Actively- through explicit exercise that encourage a more analytical approach to social skills and ways of communicating positively e.g. why and how to give/ receive compliments; how to understand and use metaphorical language in everyday social settings; how to use humour in speech appropriately; correct dining etiquette etc.
Pupils are given numerous opportunities in these small social groups, to visit museums, galleries, cafes, public art installations, buildings/ structures of great beauty, historic sites and places of natural beauty around Liverpool. All of these visits allow for individual opinions to be expressed (positive or negative) by the pupils and they are encouraged to consider the cultural ‘worth’ of these sites/ art forms. We visit and discuss a variety of art forms (sculptures, Victorian art such as the Pre-Raphaelites and Turner paintings, metal work, buildings and modern art exhibitions) and others objects which date back hundreds of years (e.g. ‘Speke Hall’, ‘Roby Cross’ and parts of Prescot). Further opportunities are then presented for the group members to sit and contemplate the works/ items and discuss the cultural ‘impact’ of the art forms.
The key British values that are reinforced continually in these small groups are
1.Respect for the individual and the fact that we are all different; this being something to celebrate.
2. A sense of decorum and a consideration of others feelings- this being shown by our kind attitude and polite manners. We always encourage the pupils to show that they are young ‘gentlemen’ and ‘ladies’.
3. We develop a sense of the place we live and why we should love our city, it’s history, it’s people and it’s culture.
4. Pupils are inspired to become more rounded and questioning citizens and to consider how they can improve the world for others.