Respect for democracy and support for participation in the democratic process;
Respect for the basis on which the law is made and applies in England;
Support for equality of opportunity for all;
Support and respect for the liberties of all within the law;
Respect for and tolerance of different faiths and religions and other beliefs.
Provide pupils with a broad general knowledge of, and promote respect for, public institutions and services;
Teach and model for pupils how they can influence decision-making through the democratic process;
Encourage pupils to become involved in decision-making processes and ensure they are listened to in school;
Hold elections for school and class councils so pupils learn how to argue and defend points of view;
Help pupils to express their views;
Model how perceived injustice can be peacefully challenged.
Ensure school rules and expectations are clear and fair;
Help pupils to distinguish right from wrong;
Help pupils to respect the law and the basis on which it is made;
Help pupils to understand that living under the rule of law protects individuals;
Include visits from the police in the curriculum where appropriate;
Develop restorative justice approaches to resolve conflicts.
Support pupils to develop their self-knowledge, self-esteem and self-confidence;
Encourage pupils to take responsibility for their behaviour, as well as knowing their rights;
Model freedom of speech through pupil participation, while ensuring protection of vulnerable pupils and promoting critical analysis of evidence;
Challenge stereotypes;
Implement a strong anti-bullying culture.
Promote respect for individual differences;
Help pupils to acquire an understanding of, and respect for, their own and other cultures and ways of life;
Challenge prejudicial or discriminatory behaviour;
Organise visits to places of worship;
Develop links with faith communities;
Develop critical personal thinking skills;
Discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality and differences of family situations, such as looked-after children or young carers.