• /_files/images/slideshow/lincoln/Curriculum/101D7CE61777935153B369B9DC53C82A.jpg
  • /_files/images/slideshow/lincoln/Curriculum/2AC9B9D75675CAA2831EBD01F174D36A.jpg
  • /_files/images/slideshow/lincoln/Curriculum/3E6A502F3B62A8E7AA8861452B37CB71.jpg
  • /_files/images/slideshow/lincoln/Curriculum/4081F311A7E7FD0133E644685126F025.jpg
  • /_files/images/slideshow/lincoln/Curriculum/4B622FBE32606BB4B2D4E7BC8DD3E990.jpg
  • /_files/images/slideshow/lincoln/Curriculum/5DA3D0EF3C277E47240AF3881F715DEF.jpg
  • /_files/images/slideshow/lincoln/Curriculum/6804EC75A5032CAA8E7171EA0B96D28E.JPG
  • /_files/images/slideshow/lincoln/Curriculum/6988FD9424090F556A7CCD5D2026CC42.jpg
  • /_files/images/slideshow/lincoln/Curriculum/72C0EF690903B2524912E51883BD50EB.jpg
  • /_files/images/slideshow/lincoln/Curriculum/7CADEC3C82947639269831D0C2559B30.jpg
  • /_files/images/slideshow/lincoln/Curriculum/B16D401683234591D063AF0652C0DFA4.jpg
  • /_files/images/slideshow/lincoln/Curriculum/B553F446A859C8E1D7BA2AF5F37C40FC.jpg
  • /_files/images/slideshow/lincoln/Curriculum/BF0949393991B5EBD43DC8E1AF06E69A.jpg
  • /_files/images/slideshow/lincoln/Curriculum/ED6E1CBB7FEDEBA6C84C5B45810E6683.jpg

British Values

British Values

The Academy supports the development of our students for ‘Life in modern Britain’

The table below identifies the key themes that exemplify ‘British values’ and the activities and opportunities that the Academy provides for students to develop an understanding of these important themes.

British Values – As advised by DfE Nov 2014


  1. Enable students to develop their self-knowledge, self-esteem and self-confidence.
  1. Enable students to distinguish between right and wrong and to respect the civil and criminal law of England.
  1. Encourage students to accept responsibility for their behaviour, show initiative and to understand how they can contribute positively to the lives of those living and working in the locality of the academy and to society more widely.
  1. Enable students to acquire a broad general knowledge of and respect for public institutions and services in England.
  1. Further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures.
  1. Encourage respect for other people  and encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England.

As a result of this, the knowledge and understanding expected from students is:



An appreciation that living under the rule of law protects individual citizens and is essential for wellbeing and safety.

An understanding of the importance of identifying and combatting discrimination.

An understanding that there is a separation of power between the executive and judiciary and that while some public bodies such as the Police and the Army can be held to account through Parliament, others such as the Courts maintain independence.

An understanding that the freedom to choose and hold other faiths and beliefs is protected by the law.

An acceptance that people having different faiths or beliefs to oneself (or having non) should be accepted and tolerated and should not be the cause of prejudicial or discriminatory behaviour.

An understanding of how citizens can influence decision making through the democratic process.

What actions is the Academy taking to support and develop British values?



Peer mentoring by the 6th Form, including reading and subject mentors.

Praise letters and presentation assemblies.

Aspirational Targets.

Duke of Edinburgh Award Scheme.

House system and House events.

Maths challenges.

STEM activities.

Slam Jam.

MADD performances.

School show (Matilda)

Showroom art project (T3 Yr9)

Counselling services.

Health theme of Personal Development.

Careers theme of Personal


Finance theme of Personal Development.

ICT – E safety illegal downloads (All).

Data protection and copyright KS4/5.

Health and Social Care – safeguarding, legislation and data protection (KS4/5).

The Law theme of Personal Development.

E-Safety theme of Personal Development.



UNICEF - Rights respecting award.


ASPIRE themes.

Geography Safe Haven Project.

ICT E-safety.

Technology – sustainability of materials linked to ecology and the environment (KS3).

Technology – moral issues of production, sweat shops (KS3).

Use of Holocaust literature in English (KS3 and 4).

Assemblies around ASPIRE themes, touching on resolving arguments, challenge, social media, the use of language, attendance, trying hard.

6th Form Action Aid sponsorship and fundraising.

Small change collections and fundraising.

Attendance officer.

Geography Safe Haven Project (KS4).

Too Fast too Furious Yr12/13.

Links with and supportive use of PCSO’s and local police.

History – links between church and state. (Tudors)


 Festival of the Term.

International Schools Award;

-Postcards (France)

- The view from my window (Lebanon).

Geography Safe Haven Project

Geography Yr9.

Rwanda and Holocaust activity day run by Holocaust centre T1.

Mosque Visit Yr11.

Yr7 French Centre visits.

Performance – the Blues and the slave trade.

Performance – Stephen Lawrence, racism and its effects.

Construction – houses and materials in other countries.  

METRO activities and links to other cultures.

Understanding History project.

Current affairs strand of personal development.

History Department visit to Berlin, Poland and concentration camps.

Student Council, with constitution.

Form reps and House reps.

Head Boy and Head Girl elections.

GCSE History – destruction of democracy in Germany and the issues that arose, dangers of fascist regimes.

History – the development of democracy from the Feudal system onwards.

Study of political speeches as a link to persuasive arguments in English.



    The Priory Federation of Academies, Lincoln