Promoting British Values

We CARE about Promoting British Values

Hatch End High School is committed to serving its community. Within our We CARE ethos, we have always embodied British values.   We recognise the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. We also understand the vital role we have in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to pressurise, or illegally influence them.

We agree with and uphold Department for Education’s five British Values:

  • Democracy.
  • The rule of law.
  • Individual liberty.
  • Mutual respect.
  • Tolerance of those of different faiths and beliefs.

We encourage students to reflect on issues, through "HEHS Thought of the Weekquotes displayed weekly.

The examples below summarise the ways in which Hatch End High School may seek to embed British Values:

Democracy

The principle of democracy is consistently being reinforced at Hatch End High School, with democratic processes being used for important decisions within the school community, for instance, elections being held for “Student Voice”. We always run parallel mock elections e.g. “Mock Election on 23rd June 2016 for the EU vote”, promotion of political events and the importance of registering to vote for our sixth formers.

The principle of democracy is also explored in “FOCUS DAYS” as well as in Mentoring and Assemblies.

Within PCSHE, Citizenship units play an active part in educating students about DEMOCRACY and all students have the opportunity to access visits to the Houses of Parliament. Citizenship will ve delivered as part of the PCSHE programme in 2018 - 2019 - timetabled for all students.

In addition, Student Voice is very strong at Hatch End High School and we feel that, by valuing and responding to the students, we demonstrate their democracy and freedom.

We have Year Councils for each year group and a School Council as well as a general students group called “COMMUNITY SLICE”. From all of these, students feedback what was discussed, suggested and resolved, and this is then reported to the Senior Leadership Team (SLT) and the Full Governing Body. Students are equally involved in the interviewing process when new appointments are made in school. They also play a massive role in supporting charities, not only choosing the activities that they do to raise money, but also making decisions regarding where the money that has been raised goes.  Over the past few years, students from Hatch End High School have supported those involved in the Haiti and Nepali earthquakes, annually support Comic Relief / Sport Relief and supported local charities such as the Harrow Foodbank, St Luke’s Hospice and the Mayor's Charity.

In 2018 - 2019, Hatch End High School will focus on a range of local and national charities.

The Rule of Law

The importance of laws, whether they may be those that govern the class, the school, or the country, are consistently reinforced at Hatch End High School. Students are taught the rules and expectations of the school, sign a HOME SCHOOL AGREEMENT stating that they and their parent/carers understand and agree to follow rules and our rules are consistently reinforced through our assemblies and curriculum.

Students are taught about the consequences of not abiding by rules both within school – through our Hatch End High School Behaviour Ladder - showing clear consequences, and are also regularly taught and reminded about UK law on a range of different topics, including equality and e-safety. Throughout the year, we welcome a range of visitors from the Health Service, the Police, Theatre in Education and a range of speakers from local and national charities who reinforce this message.

The rule of law is explored through PCSHE lessons in which students learn about law making and administration.  It is also emphasised that all people are equal before the law.

Individual Liberty

At Hatch End High School, students are actively encouraged to make independent choices, with the knowledge that they are in a safe, secure, and supportive environment. Staff at Hatch End High School work hard to provide a positive culture using our We CARE ethos – educating students and providing them with boundaries enabling them to make informed choices, through a safe and empowering education. Students are ALL encouraged to set personal targets and seek to challenge themselves in individual classes, giving them more freedom to determine their own success. We offer a range of enrichment activities, which students have the right to choose from, based on their interests.

Students are also encouraged to know, understand and exercise their rights and person freedoms and are advised on how to exercise these safely – for example, through e-safety. Hatch End High School has a robust anti-bullying culture and has in place a comprehensive BEHAVIOUR POLICY.

Students are encouraged to understand and exercise their rights and personal freedoms and advised to exercise these safely, through assemblies, PCSHE, Focus days and other subjects.  This can also include their freedom of choice when participating in extra-curricular activities.

At Hatch End High School, we aim for students to become independent, believing this can boost and nurture a healthy self-esteem.

The Universal Declaration of Human Rights, The Human Rights Act and how these link to personal responsibilities are all taught through the PCSHE curriculum.

Mutual Respect Respect is a strong part of Hatch End High School and is at the core of our school life – We CARE ethos (R= RESPECT). Students learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and this is reiterated through our teaching and learning environments. Mutual respect is embraced throughout the curriculum by providing the opportunity for students to express their views in a safe environment. (Community Slice/Debate Mate/ Student Voice) PCSHE curriculum.
Tolerance of those of different Faiths and Beliefs.

This is achieved through equipping students with the ability to understand their place in a culturally diverse society and by giving them opportunities to experience such diversity through a culturally rich and diverse curriculum.  Hatch End High School promotes EQUALITY within its ethos of We CARE (under RESPECT and CO-OPERATION) and students are regularly reminded of school and UK policy as well as being given a vast array of opportunities to self–express. We invite in a range of outside speakers and draw from our multi-faith staff, to deliver assemblies and activities which promote tolerance and understanding.

Annual celebration of European Language Week.

Students are widely taught about anti-discrimination laws as well as understanding diversity in the UK through their Citizenship lessons.

Latest News

Posted on: 4/02/2019

The Hidden World of the Atom

Last November, A Level Physics students from Hatch End High went to a lecture at the University College London. There, Dr. Robert Palgrave delivered a mesmerizing lecture on the Hidden World of Atoms. Dr Palgrave started the lecture by introducing the great Michael Faraday’s example of a burning candle flame to explain modern chemistry. That seemingly modest reaction is summarized here: CnH(2n+2) (s) + {(3n+1)/2}O2 (g) → n CO2 (g) + (n+1)H2O (g) Many of the students in the auditorium that evening were wondering, how do we know that atoms are structured and behave in the way we see them in textbooks? The lecture took us on a history tour starting as early as antiquity. Democritus, the ancient Greek philosopher, considered the fundamental question on the nature of matter. He imagined a very large block of gold, which he cut it into half repeatedly. The question he posed was: “Is there ever a point where the block of gold can’t be cut any further?”. The people who thought the block could not be divided were called atomists and thus, they called the smallest unit of matter “the atom” (Greek: a + tomos = not cut). On the other hand, those who disagreed with Democritus could not accept the fact that there were gaps between atoms, which contained nothing. Dr Palgrave then steered us into the 1880s, an era of rampant discovery in chemistry. Joseph Priestly discovered oxygen and nitrous oxide (commonly known as laughing gas). His contemporary and equal, Henry Cavendish would discover hydrogen in this period, calling it “inflammable air”. Astutely, Cavendish realized that no matter the amount of product made, the reactants always reacted in a certain proportion with each other. John Dalton (shown) lay down the foundations for modern atomic theory – his postulates said the states of matter (solids, liquids, and gases) are composed of discrete, indivisible units called atoms. Elements (like Cavendish’s hydrogen) are composed of atoms of the same mass and properties, and chemical reactions simply are the rearrangement of these atoms. Dr Palgrave then entertained us with the story of August Kekule, a German organic chemist, who was the first person to solve the structure of benzene - a problem which had been troubling chemists for decades. The legend goes that whilst Kekule was asleep in front of the fire, he had a dream of a snake devouring its own tail. Upon waking, Kekule had the idea of the circular structure of benzene (shown). As Dr Pelgrave brought his lecture to a close, he arrived at his conclusion. The truth about the hidden world of atoms becomes clear: the accuracy and usefulness of scientific models of atoms have improved over time. Science is the relentless and rigourous pursuit of better and better models to explain the natural world. Written by Monishka Sinha(6HME).
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