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    Respect and Tolerance

    Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.

    Our school serves a multi-faith community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race. The need for mutual respect is embedded throughout the school.  This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity.

    In the Classroom 

    Religion and Social Science Faculty (RSS)


    Year 9 trip to Beth Shalom Holocaust Memorial Centre. KS3 & 4 lessons on prejudice, discrimination, community cohesion, looking at Stephen Lawrence, London Riots, ISIS, Britain First, and what lessons can be learned from these events/groups.

    Religious Studies

    Religious Studies across all key stages learn about faiths across the world. By developing a deeper understanding of the varied beliefs, teachings and practices across all faiths, students are encouraged to celebrate and respect these differences.

    Health & Social Care

    Students explore a range of cultures that they may encounter in the field of Health and Social Care. They learn about the concepts of equality, diversity and rights.


    There are opportunities to study cultural differences in behaviour such as aggression and mental health at KS4 and KS5. KS4 and KS5 students also study cognitive psychology that acknowledges how a set of beliefs may influence behaviour.

    KS4 and KS5 pupils evaluate research in terms of its demographics (gender, age, race, religion, sexual orientation, etc.) and discuss gender and cultural stereotypes and issues of androcentricity, gynocentricity and ethnocentricity.


    • KS4 and KS5 lessons on educational achievement with an emphasis on ethnicity
    • KS4 lessons on ‘Social Inequality’ and ‘Power’  which explores the inequalities faced by different social groups and how we can ensure that everyone is treated equally
    • KS4 and 5 lessons which explore reasons for an increase in culturally diverse family types
    • KS5 lessons on ‘Beliefs in Society’ which explores reasons for differing approaches to religion across different social groups such as age, gender, ethnicity and class.

    BTEC Applied Law

    KS5 students gain an understanding of the fact that the law protects everyone regardless of their social characteristics – the same law applies to everyone. 

    Performing Arts Faculty

    • A range of texts that explore different cultures/beliefs are used across the curriculum.
    • Studies of plays and set texts encourage students to empathise with characters from a range of back grounds.
    • SOW in Drama encourage students to engage in discussions about society and the wider world.
    • Role-play and explorative strategies such as Hot seating and thought tracking  are used to allow students to view the world from different perspectives.
    • Theatre trips to live performances.

    Media Studies

    Texts for less mainstream audiences and non-British texts are taught, some of which incorporate cultural and religious themes.

    Science Faculty


    Students learn about the ethical and religious issues associated with stem cell research, genetic screening and genetic testing. They also learn about the issues associated with IVF and the dilemmas that prospective parents can face.

    Students consider the religious contention associated with the theory of evolution and the disagreement between devout Christians and scientist regarding the origins of life and genetic variation.

    English Faculty

    KS3 students learn about how people see the world from different perspectives from a range of Literature texts. Students are encouraged to respect and understand different beliefs.

    KS4 students study a range of texts and learn how to view the world through the eyes of a range of characters of differing social and ethnic backgrounds. Students discuss and debate ethics and ideas within texts and learn how to present balanced arguments through transactional writing.

    Art Design and Technology Faculty

    Students are asked when designing to consider the influences from other cultures and how this can be used in their designs

    Students look at the beliefs and respect the cultures used to design from.

    Humanities Faculty


    The British and Mughal Empires are studied in depth at KS3 to provide students the opportunity to learn about British interaction with other cultures, both positive and negative. Study of faith and the importance of the Church are integral to developing an understanding of the Medieval world and change and continuity.

    Diversity and understanding the experiences of different people is a key concept at all key stages. This is continued into KS4 with the study of life in Germany under Nazi rule and the Cold War.

    The development of this key concept continues at A Level through the examination of the experiences of people from different classes and sub-cultures in Britain, France and the USA. For example, race relations and gender equality.


    The study of voting behaviour and how different political parties represent the various views of different groups in society is central to the course. In addition, representation of these groups in government is also analysed.

    Modern Foreign Languages Faculty

    Throughout the 3 key stages, text books make reference to different ethnicities and accents in texts, tracks, characters and examples. Students study the identity and culture of Hispanic, French and German-speaking countries: festivities, traditions, religions, gastronomy, art.

    Students also study

    • the historical perspective on the changes and improvements of equal rights (women’s status in society, LGBT rights)
    • cultural heritage (gastronomy, flamenco, bullfighting)
    • the origin and distribution of immigration
    • the historical coexistence of different religious groups, integration and coexistence of different social groups and immigrants; anti-racism laws as means of combating racism.

    Business ICT Faculty


    Students gain knowledge on how businesses must comply with the Equality act when recruiting suitable candidates for posts within their organisation.


    Consideration is given to the distribution of income and wealth, inequality, poverty, and methods of redistribution

    Physical Education Faculty

    Students have numerous opportunities to represent the school. Working closely with others who they would not do so in any other situations. They have to accept that teammates are from different backgrounds and races and work together to achieve a goal.

    Across the School \ Extra-curricular

    • KS5, afternoon with a Holocaust Survivor Iby Knil.
    • The Anne Frank Trust UK partnership.
    • Gideons Assmeblies for Y7.
    • Offering private space for prayer.