Developing our thinking about British values beyond the

Developing our thinking about British values – beyond the superficial Michael Maddison Educational consultant, inspector and trainer Deputy President, Historical Association Birmingham; 15. 10. 2016

Please note that some slides have been removed from this edited version of the presentation because permission to disseminate them has not be granted or because they make the file too large to send. However, the principal slides summarising the arguments have not been removed.

British values Q 1 and A 1 Question 1 – According to the Prevent Strategy (2011), the government’s definition of British values has five parts. Four of them are: § Democracy § The rule of law § Individual liberty § Mutual respect § …………………. . • What is the fifth? • Answer: Tolerance of those of different faiths and beliefs

British values Q 2 and A 2 Question 2 – British values and principles are based on history and tradition True False Answer True

British values Q 3 and A 3 Question 3 – Which two of the following are freedoms offered to citizens and permanent residents of the UK? A. Freedom of speech B. Half-day off work on Friday C. A right to take part in the election of the government D. Free heating during winter Answers: A and C

British values Q 4 and A 4 Question 4 – Which of the following is a principle guarded by the European Convention on Human Rights? A. The prohibition of slavery and forced labour B. Free movement globally C. The right to happiness D. The right to bear arms Answer: A

British values Q 5 and A 5 Question 5 – Which of the following statements is correct? A. You should always introduce yourself to your neighbours when you move into a new house or flat B. You should never introduce yourself to your neighbours when you move into a new house or flat Answer: A Source: Life in the UK Test Practice Questions (2016)

Outline: British Values § The historical context § Promoting British Values in history § Preventing ‘radicalisation and extremism’ § Responding to events in history § Some questions for you to consider

The historical context

Headlines – Tuesday 10 June 2014 1. All schools must promote British values, says Gove – The Guardian 2. A £ 10, 000 fine for motorway speeding – Daily Telegraph 3. All schools must teach what it is to be British – The Times 4. R. I. P. Rik – Daily Mirror 5. Schools told to promote ‘British values’ – i 6. Cops called as Rik Mayall found dead at 56 – Daily Star 7. British values in British schools, demands Gove - Independent 8. Trojan Horse Schools, the damning verdict – Daily Mail 9. R. I. P. Rik, you were a funny B’stard – The Sun 10. Tomato pill to save your life – Daily Express

§ The government’s definition, has five parts(Prevent Strategy 2011): § § § Democracy The rule of law Individual liberty Mutual respect Tolerance of those of different faiths and beliefs § Position strengthened by: § ‘Non-statutory departmental advice on promoting fundamental British values as part of SMSC in maintained schools’ (Nov. 2014) § The Counter Terrorism and Security Act, 2015

Contextual influences School involvement in promoting British values is not new For example: § 2002 Citizenship in secondary schools § 2003 -2010 Every Child Matters Agenda § 2006 Gordon Brown - Who do we want to be? The Future of Britishness – a modern view of Britishness founded on responsibility, liberty and fairness - a national day § 2007 Sir Keith Ajegbo report on ‘Diversity and Citizenship’ § 2009 ‘Who do we think we are? ’ Week § 2012 London Olympics

Contextual influences Community Cohesion § harmony or tolerance between people from different backgrounds living within a community § important goal of public policy in response to disturbances in Bradford, Burnley and Oldham in 2001 § 2006 -2010 duty of schools to promote it § A focus of Ofsted inspections until 2010: Evidence = § whole school activities: planned – impact more by design § in history: unplanned – impact more by accident

Contextual influences In effect, schools have been nudged towards a greater importance of British values in their work. This move has been accelerated by the emergence of extremist views especially on the far right of British politics and amongst radical Islamists.

British values in schools – the position Teachers’ Standards § Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: … § not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs Keeping Children Safe in Education Part 1 (2016) page 18 Footnote: § Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.

Promoting British Values in history in schools

Whole school displays

Subject Audits

British values in schools – beyond the superficial § Not just a self-satisfying audit, a tired display, or a one-off special event § Must move from by accident and the implicit to by design and the explicit Key Subject: History teachers’ duty is to explain – if we don’t, who will? 23 June 2016 made this much more urgent § Brexit appears to have made it seem acceptable to express increasingly extreme views, at times based on misconception and lack of knowledge and tinged with intolerance and xenophobia ‘History stops people believing rubbish’ (Year 9 pupil)

British values in history Issue: how do we promote British Values through the curriculum? § Solution: by teaching broad themes which encompass them § Is it feasible? Manageable? Realistic? Achievable? Sense? YES

British values in history The Big 5: § Democracy § The rule of law § Individual liberty § Mutual respect § Tolerance of those of different faiths and beliefs § Any other values? Two key themes: § the exercise of power over time (political focus) § migration over time (social focus) What are you doing? § Three examples

Political and Social Foci: GCSE from 2016 AQA Thematic Studies § Britain: Power and the people: c 1170 to the present day § Britain: Migration, empires and the people: c 790 to the present day Edexcel Thematic Studies (and the Historic Environment) § Crime and punishment in Britain, c 1000 –present (and Whitechapel, c 1870 -c 1900: crime, policing and the inner city) OCR A Thematic Studies § Migration to Britain c. 1000 to c. 2010 § Power: Monarchy and Democracy in Britain c. 1000 to 2014 OCR B Thematic Studies § Migrants to Britain, c. 1250 to present

Social Focus: KS 3 (Year 9) Migration over time

Political Focus: KS 2 (Years 4 and 5) Your vote counts. But did it always?

Preventing ‘radicalisation and extremism ’

Definitions § Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups. § Extremism is the outcome – defined in the 2011 Prevent strategy as vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. (Some schools also include in their definition of extremism calls for the death of members of our armed forces, whether in this country or overseas. )

Radicalisation and extremism § Use correct terminology: § radicalised NOT radical § radicalisation NOT radicalism § Involves individuals and groups from across the political spectrum § Affects everyone and not just the vulnerable § People are radicalised wherever and whenever they access the internet § Radicalisation leads people to extremism which is often violent in its nature

Responding to events and pupils’ views

A: How well do you know the language? § Blowback – people returning to GB to commit acts of terror § YODO – You Only Die Once § Jihobbyist – sympathiser of jihadist organisation but not active member § Kuffs – Arabic term for infidel – hate speech for non-Muslims § ISIL – Islamic state of Iraq and the Levant § EDF – English Defence League § BF – Britain First § AFFAI – Association of Football Fans Against Islamisation

How well do you respond to pupils’ comments? Year 8 history lesson § Two boys off task discussing football and their premiership team’s defeat the previous Saturday § One boy: that was a dreadful miss § His friend: he should have been beheaded for that § Q: what would you have done if you had overheard that conversation?

How well are pupils made aware of the importance of what they are studying in the curriculum to an understanding of the world in which they live today? For example: Year 5 work on Indian Independence

Some questions for you to consider

Questions for history subject leaders and teachers 1. Go beyond the audit and assess impact: How well does your work in history contribute to the school’s focus to promote British values and prevent radicalisation and extremism? 2. Confront events and views: How well are sensitive & controversial issues being taught in history and how well do you respond to events and pupils’ comments? 3. Take the initiative in what you teach: How will you explore British values in context and over time through the history topics you teach? 4. Make history meaningful and strengthen knowledge: How well are pupils made aware of the importance of what they are studying in history to an understanding of the world in which they live today?

Developing our thinking about British values – beyond the superficial What are you doing in history? mike@maddisoneducation. co. uk