To create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
Maghull Sixth Form does its utmost to promote democracy throughout the college. Students have the opportunity to have their voices heard through our Student Council, student voice surveys and subject specific questionnaires. From these, actions are created and a timeframe for completion agreed. Students also nominate and vote for their Head boy, Head girl and senior prefects. One of the roles of the Head boy and girl is to highlight issues that currently or potentially threaten the progress or engagement of our year 12 and 13 students and meet with the sixth form team to discuss possible resolutions.
Government and Politics: The ‘People and Politics’ units allows students to explore why people vote the way that they do and the strengths and weaknesses of different voting systems in use in U.K elections. The ‘Governing the U.K’ unit looks at the nature of the British Constitution, how governments are elected and what makes a government ‘legitimate’.
History: Units on ‘Tsarist Russia’ and ‘Life in Nazi Germany’ lead students to consider what constitutes an autocratic regime and totalitarian state in contrast to a democratic state. A further unit focuses on Britain between 1951-2007 with students considering how British democracy has changed during this period.
Music Technology: Discussions about musical genres lead to the exploration of their political influences.
Religious Studies: In unit 3.3 (Ethical Concepts) students investigate the ethical theory of Utilitarianism and reflect on the influence of social reforms and the issues of fairness. Analysing the advantages of happiness for the greatest number of people and the influence on current democracy.
Within school, students are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young people to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these appropriately through E-Safety, anti-bullying and other PHSE based assemblies. The tutor programme also addresses themes such as money matters, with the aim of informing our young people about make sensible choices regarding their personal finances.
Business Studies: Students carry out a PESTLE study in year 13 that looks at political, environmental, social, technical, law and legislation and ethical influences on the way consumers and businesses act.
Chemistry: There is constant debate concerning the advantages and disadvantages of the use of many chemicals. Students learn the importance of the power of individuals to make their own decisions based on transparency and availability of information about chemical products and their usage.
Dance: A unit of work exploring 1950s American allows students to explore the segregation and racism felt by many people during this time period.
Government and Politics: Students debate whether the electorate should be forced to vote in the ‘People and Politics’ unit while in the ‘Governing the U.K’ unit students look at how far codified and uncodified constitutions can protect or impact on individual/civil liberties and we look at how individual liberty is protected in Britain under our judicial system. Student also explore ‘British Political Issues’ and consider how far Britain has a range of individual liberties which are protected by law.
History: The ‘Tsarist Russia’ and ‘Life in Nazi Germany’ units explore how governments can remove individual liberties and the impact this has while a unit looking at Britain 1951-2007 asks students to consider how individual liberties have been preserved in this time period.
Music Technology: The individuality of musicianship is promoted and respected by all staff and students.
Religious Studies: in unit 4.3 students reflect on the underlying principles of Justice and equality and whether it is possible to achieve justice due to life being full of inequalities. Furthermore students focus on the idea of authority and social contract linking with the notion of rights; contractual, natural and divine rights. In unit 4.2 War and Peace students analyse the development of the Just War theory and its application in modern times along with the growth of the pacifist movement and the idea of freedom. Similarly in Unit 4.1 Sexual Ethics Utilitarian and feminist attitudes are investigated in relation to socially constructed sexual roles and libertarian vies of human freedom and autonomy.
The Rule of Law
The Maghull Sixth Form student handbook requires students to adhere to a code of conduct that mirrors the expectations placed on all British citizens. This is that they “maintain an acceptable standard of behaviour at all times, respecting each other, the facilities and the environment”. If any student fails to follow these rules then the appropriate sanction is put in place. As a sixth form we make a concerted effort to ensure that our students understand not only our laws but the consequences of breaking these rules. This includes visits from guest speakers who deliver lectures surrounding the devastating impact of crime and the long road to gaining retribution. This was most evident when Baroness Helen Newlove visited our school to talk about the murder of her husband Gary and the subsequent trail and conviction of a gang of youths.
Biology, Forensic Science and Health and Social Care: Legislations surrounding genetic technology and assisted pregnancy.
Business Studies; Law, legislation and regulation are key parts of the Business Studies specification. Students are encouraged to reflect on the impact changing laws in Britain have on both national and international corporations. As students move into year 13 they get the chance to study business ethics and how the British people are impacted by their ethics and despite these not being written laws, business must alter their practice in order to appeal to the British people with their product or service.
Chemistry: Students are made aware of the developments in the use of chemicals and how chemical industries are influenced and controlled by strict legislation to ensure public health and safety. Students also explore the nature of legislation in the field of drug development and how any potential new drugs are subject to lengthy scrutiny to be able to comply with laws set in any country.
Dance: Students study a set of works that focus upon segregation and racism in America in the 1950s, other nationalities and the differences in law.
Engineering: During unit 1 students explore Health and Safety in an engineering workplace, understanding legislation and regulations and discussing their rights and responsibilities.
Government and Politics: During the ‘Governing the U.K’ unit students explore how law is made and how this can be challenged under judicial review whilst a unit on ‘British Political Issues’ looks at issues surrounding Law and Order in the UK.
History: Whilst exploring ‘Britain 1951-2007’ students explore landmark reforms such as the Abolition of Capital Punishment, the legalisation of Homosexual Acts and the Abortion Act. Students also look at the Miners’ Strike and the legal issues surrounding the government response.
Music Technology: Students explore legal issues within recording and production.
Physics: Stopping distances linked to laws of the road, and regulations on maintaining a vehicle (tyre tread depth, brake conditions, MOT, etc)
Religious Studies: In units 4.1, 4.2 and 4.3 (Ethics) Students investigate selected problems in ethics focusing on objectivity, subjectivism and relativism. They then address issues in relation to justice, law and punishment analysing the ideas that laws are subjective. This unit of work requires a thorough investigation into the purpose of law and links are made to morality, law and order.
Respect is a strong part of Maghull Sixth Form and students learn that their behaviour has an effect on their own rights and those of others. All members of the sixth form community treat each other with respect and are in turn treated with the same level of courtesy. Student voice allows all members of the sixth form to have their views heard in a safe and respectful manner. As a ‘Rights Respecting School’ we ensure that all students are treated fairly and have their voice heard.
Biology, Forensic Science and Health and Social Care: Students feel safe to discuss their opinions surrounding issues such as the effects of families of genetic testing and selective abortion.
Chemistry: Researchers in the field of chemistry can have widely ranging, polarised opinions and beliefs about the suitability of chemicals and their production methods. We ensure that our students know about how these differences are dealt with professionally with respect to the knowledge of others. Students must also understand that chemistry can be misunderstood and viewed with suspicion by the general public; and that we must respect their beliefs to be able to address concerns and raise positive awareness.
Dance and Production Arts: Students share knowledge and skills and take on leadership and coaching roles within lessons.
Engineering: In a unit about ‘Communication for Engineers’, students work as a team to solve an engineering problem.
History: The ‘Britain 1951-2007’ unit studies the social history during this period and how British society has changed to be more acceptant of different social groups and lifestyles such as bridging the gender gap in the workplace, race relations and the legalisation of Homosexual Acts.
Production Arts: Through their involvement with whole school productions students work with a large section of the school population, earning trust and respect from their peers.
Religious Studies: Mutual respect is underpinned in all four units in Philosophy and Ethics. Specifically in Unit 3.2 analysing the relationship between religion and morality, 4.1 Sexual Ethics and 4.2 War and Peace. The morality of warfare is raised and issues in relation to struggles for justice, discrimination and proportionality. Utilitarian, Situational and Kantian ethical concepts are applied to the argument for and against authorised torture by legitimate rulers of state.
Tolerance of those of Different Faiths and Beliefs
This is achieved through enhancing students’ understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudice-based bullying have been followed and supported by learning in many subjects. Students are actively encouraged to share their faith and beliefs within the school and celebrate festivities throughout the calendar year.
Chemistry: The study of chemistry occasionally deals with scientific evidence that is contrary to the beliefs of organised religions. We ensure our students understand that although the tenets of any religion have little scientific basis, they are still valid based on the faith of the believers and that chemists are always willing to present evidence in a professional and respectful manner which would be satisfactory to all.
Dance: Students study of set work ‘Zero degrees’ encompasses different styles that are linked to religious beliefs
Physics: Throughout the curriculum pupils are required to learn about various scientific discoveries which were developed through collaboration of teams of scientists from different cultures.
History: ‘Tsarist Russia’ and ‘Life in Nazi Germany’ units consider how each regime persecuted different groups and the reasons for it while the ‘History of Anti-Semitism’ unit explores how western nations in Europe were better protected against the growth of anti-Semitism due to the nature of their democracies.
Religious Studies: Unit 1.4 underpins tolerance of those of different faiths and beliefs. Unit 3.1 (Ethics) critiques of the relationship between religion and morality focuses on the Euthyphro dilemma and key episodes in biblical morality. This leads to a discussion on the demands of religious morality in the modern world and Richard Dawkins assertion of the `virus of religion’.