Promoting British Values and Social, Moral, Spiritual and Cultural (SMSC) education at the Priory Lincoln Academy

Every effort is made to ensure that the Priory Lincoln Academy (PCLA) ethos, values and attitudes contribute to the development of the students’ Social, Moral, Spiritual and Cultural (SMSC) education. The Academy also promotes the British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those with different faiths and beliefs; and encourage students to respect other people, with particular regard to the protected characteristics set out in the Equality Act 2010.

The governing body aims to ensure that this ethos is reflected and implemented effectively in Academy policy and practice and that there are effective risk assessments in place to safeguard and promote students’ welfare.

The SMSC and British Value education is carefully planned, quality assured and reviewed on a yearly basis. Students at The Priory Lincoln Academy develop their SMSC and British Values education through a combined delivery model that includes prominent roles for both subject and pastoral teams. The curriculum includes

• A coherent assembly, tutorial and Global Citizenship programme which enables aspects to be delivered at different and appropriate times.

• A structured and varied enrichment programme which promotes SMSC and the British Values. This includes after school activities, fixtures, house activities and external visits.
• An Academy student council that is elected by students, who meet regularly to discuss matters arising at The Priory Lincoln Academy.
• Subject curriculum that have SMSC and British Values embedded into their lessons as appropriate to the advantage of curricula
• The Priory Passport, which provides a range of opportunities for students engage with the wider
• A clear focus on the  Academy attitudes, which carefully align with the British Values and therefore are fundamental with everything that takes place within the academy community:

1. Work hard (to gain Wisdom),
2. Dream Big (encouraging Curiosity),
3. Be Kind (inspiring Generosity),
4. Keep Going (developing Courage) and
5. Be Proud (stimulating Passion).

At the Priory Lincoln Academy, British Values are broken down in to their 5 constituent parts:

• Democracy
• The rule of law (religious law and criminal law)
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs

At our Academy, students encounter these principles throughout everyday Academy life. Listed below are some specific examples of how we promote these values in our community:

Democracy

Student voice and the house system play major roles in the functioning of the Academy. Each tutor group has two democratically elected tutor group representatives who represent their tutor group in a House Council. Members of the house councils also come together to form the Academy council. The Academy council has a formal constitution that outlines the rules, by which it operates, and the roles and responsibilities of each of the executive officers. The Academy Council is overseen by the Head Boy and Head Girl, who are elected in a formal democratic election each year.

Student voice is used on a regular basis to inform both academic and pastoral decision making. Student views are sought on a variety of issues using questionnaires and face to face discussions. By involving students in the democratic life of the Academy, we hope to foster a wider sense of democracy and engagement within the student body.

The Rule of Law

Our students will encounter rules and laws throughout their entire lives including both criminal laws and religious laws.  We want our students to understand that whether these laws govern the class, the Academy, the neighbourhood or the country, they are set for good reasons and must be adhered to. The expectations of our Academy reflect and reward acceptable behaviour, as well as celebrating work and achievements.

This understanding of the importance of rules is consistently reinforced through assemblies, subject curriculum and specific Global Citizenship lessons. The involvement of our students in the creation of the Academy rules helps them to understand the reasons behind the rules and the consequences if they are broken. Through our Global Citizenship curriculum and the wider academic curriculum we look at the rule of law and the role of the courts, parliament, the police and the judiciary in upholding and enforcing the law of the land. Throughout the year we welcome visits from members of the wider community including police and other emergency services, armed forces, local politicians and many more.  We believe that clear explanations and real life stories emphasise the importance of the rule of law for our students.  

Individual Liberty

We invest a great deal of time in creating a positive culture in our Academy, so that students are in a safe environment where choices and freedoms are encouraged.  In lessons, we encourage students in tasks that will challenge them, giving them more freedom to determine their own learning.  We offer an extensive range of enrichment activities which students have the freedom to choose from, based on their interests.  Through our Global Citizenship curriculum and tutorial programme, we educate students on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely.  At the Academy we believe that valuing choice and freedom in daily Academy life will foster a value for individual liberty as the students embark upon their adult lives.

Mutual respect

Mutual respect is at the core of our Academy life. Students learn to treat each other and staff with respect.  This is evident when walking around the Academy and in classrooms. Our Global Citizenship curriculum and tutorial programme specifically look at the importance of respect in the wider world and how to build positive relationships with people you encounter. Mutual respect is also one of the Academy values and therefore at the heart of everything we do.

Tolerance of those of different faiths and beliefs

At the Academy we offer a culturally rich and diverse curriculum in which all major religions are studied and respected.  We strongly believe that tolerance is gained through knowledge and understanding.  Through our curriculum and the routines of our daily Academy life, we strive to demonstrate tolerance and help students to become knowledgeable and understanding citizens who can build a better Britain for the future.  World Views is taught as a subject which explores moral and ethics and encompasses Religious Education. The Global Citizenship programme specifically teaches about diversity and develop their understanding of society’s shared and agreed values, as well as issues in which there is disagreement, and how those values might change. 

Community Cohesion

The Priory City of Lincoln Academy plays an important part in the Community.  By community cohesion, we mean working towards a society in which:

• There is a common vision and sense of belonging by all communities
• The diversity of people`s backgrounds and circumstances is appreciated and valued
• Similar life opportunities are available to all
• Strong and positive relationships exist and continue to be developed in the workplace, in the Academy and in the wider community

We contribute to community cohesion by:

• Promoting diversity and shared values in teaching, learning and curriculum
• Ensuring equity and excellence for all students
• Engagement and extended services to provide opportunities for students of different backgrounds to come together to gain a better understanding of each other.

Our curriculum fosters students` keen awareness and understanding of democracy, government and how laws are made and upheld.  Teaching equips students with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments.  It also aims to prepare students to take their place in society as responsible citizens, manage their money well and make sound financial decisions.