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Character and Culture

Character and Culture Curriculum Overview  at Roding Valley High School 2020-21

We explicitly deliver a Character and Culture programme which not only supports the school vision and ethos of ‘Aspiration, Respect and Endeavour’ (ARE) but builds key skills such as resilience and confidence.


That all students who come to Roding Valley, deserve to receive  a broad range of  equitable and purposeful opportunities that support them to  have high aspirations, respect for all and endeavour to be the very best they can be. Alongside rigorous academic study, student lives are enriched by meaningful delivery of a robust, flexible  and relevant ‘character curriculum’  throughout their seven year journey. This curriculum should encourage positive individual physical and mental wellbeing and highlight the values of courtesy, truthfulness, courage and kindness. For students to build ‘character for life’ through their part in Roding Valley life and their wider communities.



A  broad,  universal Period 1 programme in which all staff / stakeholders develop, share  and embed the ‘RV character  curriculum‘ vision

A wide ranging enrichment curriculum that develops alongside other strands such as, SMSC, Careers, RHSE, Mental Health and Wellbeing

The curriculum is connected to students through their 7 year journey and evident both academically and pastorally

A fluid and flexible approach to ensure inclusion of all current and future issues and aspects



The impact of our Character and Culture curriculum is evident in our school atmosphere and environment where those within, actively participate and invest in our ethos. Through understanding and meeting the needs of our students we encourage and develop social mobility, educate students to raise awareness and become empowered to better understand  themselves and those around them.

For our students to build and prepare desirable qualities, attributes and skills for future employability and good citizenship

Currency (attainment and their qualifications)

Culture (individuals share the schools values i.e. ‘ARE’)

Character: (building young people’s skills and attributes through leadership, organisation, resilience, initiative and communication ‘LORIC’)

As a result of these specific areas of focus, we expect to observe an increase in:

  • Attendance and positive behaviour
  • Resilience and grit in our young people
  • Attainment and progress

The Character and Culture curriculum supports the Roding Valley vision of being the school of choice for our local community and beyond.

The Character and Culture themes, each week, are connected to the careers programme and the literacy curriculum.

Overview of Themes for 2020-2021

Mental Health Rewards Endeavour
Resilience Resolutions Empathy
Empathy Respect Sense of Self
Bereavement Standing Together Enterprise
Being Happy Futures Wellbeing
Independence Healthy Lifestyles Responsibility
Attendance Internet Safety Community
Remembrance Discovery Gratitude
Personal Safety Women’s History Commitment
Languages Sports for Change Pride
Cultural Appreciation Our Environment Vitality
Human Rights   Triumph

RVHS | Character and Culture Gallery


British Values


We have our own Student Council made of up of elected representatives, as well as the Head Boy and Head Girl.  We also have a range of other student voice groups, including Year Council linked to school improvement areas and priorities. Students are taught in a variety of ways including: during Form time, assemblies and in subject specific content about the importance of democracy. We also have representatives on Epping Forest Youth Parliament.

The Rule of Law

The importance of Laws, whether they are those that govern the class, the school or the country, is consistently reinforced throughout all aspects of school life. Students and parents are taught the value and reasons behind our rules, that they govern and protect us; the responsibilities that this involves and the consequences when laws are broken. We have talks from the Community Police Office team to students on the rule of law. We also provide an opportunity for students to take part in the ‘Prison – No way’ scheme, to visit the Houses of Parliament and students annually take part in the Parliamentary Debating Competition.

Individuals Liberty

Students are actively encouraged to make their own choices, knowing that they are in a safe and supportive environment. We educate and provide boundaries for students to make these choices safely, through provision of a safe environment and empowering education.  Students are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through E-Safety assemblies, form time and SMSC lessons. Whether it be through choice of learning challenge, of how they record work, of participation in our extra-curricular clubs and opportunities, students are given the freedom to make choices.

Mutual respect and tolerance of those of different faiths and beliefs

We place a great emphasis on promoting diversity and equality with the student and staff body. Our RE lessons, assemblies and form time teaching reinforces this. Members of different faiths or religions are encouraged to share their knowledge to enhance learning within classes. We expect all members of our school to show tolerance of different faiths and beliefs.

Radicalisation and Extremism

Radicalisation is the process by which people come to support terrorism and extremism, and in some cases, participate in terrorist groups. Extremism is the vocal or active opposition to the fundamental British values – tolerance, respect, liberty and democracy.

The school believes and actively supports the view that all students should be protected from radicalisation and extremism. Our approach to this is in line with the Government’s CONTEST strategy (the counter terrorist strategy) and PREVENT (stopping people becoming terrorists or supporting terrorism).

Our total commitment to safeguarding student welfare means we are vigilant to monitoring vulnerability to radicalisation including:

  • Family tensions
  • Sense of isolation
  • Migration
  • Distance from cultural heritage
  • Experience of racism or discrimination
  • Feeling of failure

Any concerns must be reported to the Designated Safeguarding Officer, Miss Dyer who will make a referral using the “Channel” referral form. All teaching and support staff have received full training on Anti-Radicalisation and students have been educated in how to safeguard themselves from this.