Fundamental British Values
Through our Personal, Social, Health, and Economic Education (PSHEE) programme, spiritual, moral, social and cultural (SMSC) development is a mandatory teaching requirement in all schools in England.
SMSC education is also the vehicle through which we teach Fundamental British Values (FBV). One might also conceive of this as citizenship education. A key part of the IB mission is that students strive to be ‘active, compassionate and lifelong learners […] who help to create a better and more peaceful world through intercultural understanding and respect’.
Spiritual, moral, social and cultural development
- Exploring beliefs and experience; respecting faiths, feelings and values; enjoying learning about oneself, others and the surrounding world; using imagination and creativity; reflecting.
- Recognising right and wrong; respecting the law; understanding consequences; investigating moral and ethical issues; offering reasoned views.
- Using a range of social skills; participating in the local community; appreciating diverse viewpoints; participating, volunteering and cooperating; resolving conflict; engaging with the ‘British values’ of democracy, the rule of law, liberty, respect and tolerance.
- Appreciating cultural influences; appreciating the role of Britain’s parliamentary system; participating in cultural opportunities; understanding, accepting, respecting and celebrating diversity.
Definition of Fundamental British Values
- Enabling students to develop their self-knowledge, self-esteem and self-confidence;
- Enabling students to distinguish right from wrong and to respect the civil and criminal law of England;
- Encouraging 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 school and to society more widely;
- Enabling students to acquire a broad general knowledge of and respect for public institutions and services in England;
- Furthering tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
- Encouraging respect for other people; and
- Encouraging respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.
Discovery Days
Halcyon uses London as a classroom; we have immediate access to museums, galleries, universities, theatres, global businesses, creative industries and so much more. We take students to workshops and lectures, exhibitions and plays, and to experience the rich world of work across the city.
We also have designated Discovery Days, when students will learn about specific areas of the city’s history or culture, or will be learning with experts in a particular field. For example, this year our Grade 10 students explored the work of the Royal Courts of Justice, while Grade 6 enjoyed some hands-on science at The Royal Botanical Gardens in Kew.
Discovery Days, and our many learning excursions across the city, allow students to make better connections with the wider community and build a better understanding of the city’s identity and culture.
Royal Botanical Gardens
Luna, Grade 6 student reflection
"We went to Kew Gardens with a brilliant tour guide who taught us how to measure different aspects of ecosystems like soil, temperature, moisture and humidity. We compared the outside conditions with the Palm House, a giant greenhouse containing a tropical rainforest. We learnt about plants with cancer-fighting properties, which was fascinating. We also saw other plants used to cure diseases. As we wandered around taking photographs, we discovered a bridge over a pond with a massive fish and impressively large lily pads. The pathways were lined with hanging vines that kept hitting our faces, and the humidity created water droplets everywhere. it was really hot and humid!
"We then explored another glasshouse containing different biomes, including desert, temperate rainforest, tropical ferns and rainforest sections. Having just studied carnivorous plants in science, we were excited to spot pitcher plants in the desert section.
"Instead of just looking things up online, we got to experience everything in person. Back at school, we created a Venn diagram comparing the tropical rainforest and urban ecosystem, noting the significant differences in temperature and soil moisture levels between the two environments."
Royal Courts of Justice
Charlie, Grade 10 student reflection
“We went to both the Old Bailey and the Royal Courts of Justice. At the Old Bailey we had the opportunity to watch a case in process - a man charged with murder! There was palpable tension in the line of people queuing to get into the court; there were some high profile cases in process at the time.
“It was interesting to see the jury in real life and to see the real workings of the criminal justice system. I didn't know that the barristers still wore those white wigs. I learned that the whiter the wig the less experience a barrister has. I was also told that some will deliberately stain their wigs with tea to make them look older!
“The purpose of the day was to learn about the justice system and to see this is real life through court proceedings. It was also interesting to learn about the cost of justice and how the process of legal aid functions for those who cannot afford legal advice. We learned that as a result of the pandemic, and a limited budget,, the legal system is under great strain. This has many negative impacts, especially for those who require legal aid.”
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Entry Requirements & Applying
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Academics
An innovative curriculum that encourages academic curiosity. Classrooms where challenging questions deepen understanding. Students welcomed for who they are.
Join Our Team
We provide a creative and professional space for our team to contribute and learn to their full potential. Ours is a collaborative culture where all are welcome.
Wellbeing
At Halcyon, we integrate the Wellbeing Programme throughout all aspects of school life, fostering a supportive environment for social and emotional learning. We empower students to bring their unique perspectives to their learning, enriching the intellectual, social and intercultural environment for everyone.
Our Community
Community is a foundational value for us. Our parents, students, teachers, support staff and alum are at the core of our vibrant, welcoming International Baccalaureate learning environment.
