CONTRIBUTORS
Fundamental British tosh!
Thismonth, in our ongoing collaborationwith the Early Years faculty at Edge Hill University
ty, curated
by Education Today columnist Alicia Blanco Bayo, Early Years Lecturer and WTEY Programme
Leader,we are delighted to hear fromLOUISE
ANNEMASTERSON, Early Years Lecturer at the university
ty,who suggests
the government should think carefully about the way “Fundamental British Values” are presented.
When I saw this headline posted above the face ofMichael Gove I instantly knew what was coming, but why is it that the introduction of the term “Fundamental British Values” (FBV) has evoked such a strong reaction amongst educators charged with its delivery? I have to admit that the staff at my own preschool were initially hesitant and wary of how to deliver FBV, but after breaking it down into simple terms that this was no different to what they did on a daily bas
is, and that gave they could see
them the confidence to discuss with Ofsted how the policy was being enacted.
Understanding that rules matter (UN CRC Article 19) • The Rule of Law
• Democracy
Making decisions together (UN CRC Article 12) cy
• Individual Liberty
Freedom for all (UN CRC Articles 15 & 31) ty
•Mutual Respect and Tolerance
Treat others as you wish to be treated (UN CRC Articles 2, 14 & 30) Nobody is disputing the fact that educating children to understand
these values is important, nor that the growing threat of terrorism needs to be tackled, but whether or not the government’s anti-radicalization Prevent policy has addressed this in the right way is debatable. It is too simplistic to take the implied view of this policy in relation to FBVs, which supposes that if everyone respects and shares the same values then there will be no intolerance or extremism, meaning societal crisis and terrorism will be prevented. The issue of radicalization and extremism is far more complex than the policy acknowledges. Furthermore, what is problematic is not only the expectation that the teachers will uphold and police these cultural values in order to support the identification of any radicalization or extremism, it is the language used itself and the subliminal overtones behind that language. I have come to the conclusion that one of the reasons the requirement to incorporate FBVs into the curriculum has caused such controversy is because of the use of the term “British.” It feels to me that the phrase “Fundamental British Values’’ carries with it arrogant overtones, almost conveying a sense of superiority, for in reality, what is specifically British about kindness, tolerance, freedom, obeying the law and mutual respect and dignity?Most democratic nations would argue that they too uphold these values, a point raised by Kymlicka
such as Jerome and Clemitshaw (2012).Whilst I agree that they cannot be certainly not distinctive to Britain, which is a view supported by theorists constituted in other western democracies. FBVs are not unique, and are (2018), who reiterates that many similar values and freedoms are
perspective and a case made to argue that they might be better termed as deemed to be universal state values, perhaps it is time for a new
“Fundamental Democratic Values” - just a thought. 18
www.education-today.co.uk Proj Proj
oject based learning Thismonth, in her regular
column for Education Today, KIRSTIE BERT
RTENSHAW ry schools. AW, founder
of STEMtastic, returns to the topic of project based learning, to explain howit can be used in secondary
oject based learning has featured in this column previously and offers many benefits such as the development of skills such as teamwork and communication, but also deepens learning as well as fostering enthusiasm in the learning environment. Primary schools have used it for many years, but how can it be used in a secondary school environment? Here are some ideas on how to adapt a small project into a cross curricular project. Practical Action produce resources which can form the basis of a cross curricular project. One of the resources is called “Beat the Flood” and this could be used as a basic resource to build a project around. The actual resource has a fictional island which students need to design flood proof houses for. Instead of a fictional island, consider the recent flooding issues local communities may have suffered. Research the history of floods in the local area. Examine maps and identify areas at risk of flooding such as low-lying areas.
oj
Look at the economic impact of flooding – use a catalogue or computers to find prices for replacement house fittings such as washing machines and
fridge-freezers.Work out the approximate area of the floor and calculate how much a replacement carpet or wooden flooring would cost, as these are often priced per metre squared.
In higher ability groups use circuit kits to design a flood warning system that could be mounted to each house and when the flood waters reach it an alarm sounds to alert the residents of the im challenge is to design a system that won’t be tr just flood waters.
iggered by heavy rain but minent danger. The
The suitability of materials can be tested, as per the original resource, in a scientific environment. This could be extended to also investigate the microorganisms that are left behind as a result of flooding washing sewage into people’s homes. Students can find out how microorganism spread disease, the conditions they need for survival and how they reproduce. They can then produce a report advising how to prevent the spread of disease in flood hit areas, and suggestions on how to kill the left-over microbes in homes. This combines scientific knowledge and communication skills- an excellent skill set for the future!
To extend the project across the curriculum, accounts of flooding could be written using emotive language in English lessons, or even descriptions written in different languages. Artwork could show the devastation of flooding with destroyed areas, flooded homes or collages of twigs, leaves and items from the recycling box to show how and then litter the landscape wherever they are can explore the sound of rain or waves.
deposited.Music lessons items are washed away
Alternatively, compare the effects of flooding in different areas of the world. Consider how the flooding from the river Nile in the past has provided fertile farming lands, or how flooding in parts of Africa is vital for the survival of wild animals.
You too can use a basic resource that already exists and add to it - create your own exciting proj
• https:////f/
flood-warning-information.service oject!
risk/#x=357683&y=355134&scale=2
• https:////w/
www.bbc.co.uk/news/newsbeat-51660231 • https:////
practicalaction.org/schools/beat-the-flood/ • https:////w/
www.oxfam.org.uk/education/resources
lessons-for-ages-5-7
• http:////t/
theconversation.com/f/floods-play-a-vital-role-in-ecosystems- its-time-to-get-out-of-their-way-66676
KiKirsty isis th rsty the fo on Science, Technology
founder of STE Te
gy, TEMta tic, y, Engineering and Ma
tastic, an education consulta cy with a fo Maths
www.w.stemta
tancy with March focus
2020
tastic.co.uk
s//global-music-
.gov.uk/long-term-flood-
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