IN THIS SECTION

Character and Culture

Intent
Character and culture is taught both implicitly and explicitly during Period One and permeates our ethos and school community. Our classrooms are rich with opportunities to develop curious, independent, empathetic young adults. Our well-planned and bespoke Period One lessons encourage and develop values such as honesty, integrity, resilience, respect and compassion. Period One focuses on a particular theme each week which allows students to immerse themselves in thought provoking discussions, creative experiences and self-reflection which promote a meaningful understanding of the world around them.

Rationale:
At Roding Valley High School, we wish to support the building of good character and good citizenship through effective teaching and learning. We believe in lifelong learning and throughout our teaching in all subjects, aim to equip our students with the skills, knowledge, and understanding necessary to enable them to make informed choices. Our approach is multifaceted; firstly we actively support and promote British Values and the social, moral, spiritual and cultural development (SMSC) of our young people in all lessons. Secondly 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. Key Principles: Our aim is to ensure that every student reaches their potential both academically and socially through a balanced curriculum, as well as participation in the character and culture programme building the 3C’s of:

  • 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:

Desirable qualities, attributes and skills for future employability and good citizenship

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

In addition to the teaching of a broad curriculum which contains a focus on British values and SMSC, we expect to facilitate the development of these skills through two specific strands:

  • Period 1 Teaching and Learning: Firstly including an updated ‘Character and Culture’ Programme for all Year groups, including topics ranging from Wellbeing, Mental Health, Leadership, E-safety, Oracy to Futures. Secondly, using the Edge programme (which includes the LORIC principles) to support our careers framework and provide the key skills needed for our year 7 to 13
    students.
  • Work outside of the classroom: Including pastoral support, assemblies, parental involvement, bulletins, focus days, reward trips, aspirational visits, focus days, access to external speaker, social media and general enrichment opportunities with a view to shaping values alongside sharing and celebrating some of the work and success of our young people throughout the school
    community.

Kulvinder Cheema | Deputy Headteacher

RVHS | Character and Culture Gallery

 

British Values

Democracy

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.