We have long realised that in a school community that welcomes girls from over 20 different countries, we have the opportunity to educate girls in the global community in which they will live and work. However, seemingly a paradox, the international dimension of our school helps us in delivering Fundamental British Values.

Listening to our Amnesty group making a presentation in chapel about women around the world who are not able to enjoy the Fundamental British Values (FBV) of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs, the FBV we are required to actively promote within schools took on greater significance.

 

Damian McBride speaks to Queenswood Girls about ‘Politics and Power’

Democracy is covered in lessons; PSHCEE, Government and Politics and English to name but a few. Studying Golding’s Lord of the Flies, for example, challenges pupils to consider the themes of Democracy, leadership and civilization. Lectures, such as ‘Politics and Power’ by Damian McBride, broaden understanding. Societies such as Debating promote Fundamental British Values and provide pupils with the opportunity to learn how to argue and defend points of view.

Importantly, given that actions speak louder than words, we also demonstrate how democracy works by actively promoting democratic processes such as a School Council whose members are voted for by the pupils, voting in Houses to choose charity to support and using opportunities such as general elections to hold mock elections.

Pupils during their time at school gain an appreciation that living under the rule of law protects individual citizens. Our school rules ensure the wellbeing and safety of the community, and model how this works in our wider society. Again, much is covered within the curriculum. For example, the study of Orwell’s ‘Animal Farm’ raises discussion about totalitarian rule and the dangers of ideology, and trips to the City provide opportunities to understand institutions.

A Curriculum that promotes Discussion: Faith, Culture and Tolerance

An understanding that the freedom to hold other faiths and beliefs is protected in law is part of a school’s responsibility to embed, and to help pupils understand they have individual liberty alongside tolerance of other faiths and cultures. Clearly, RS has an important role here, and the use teaching resources from a wide variety of sources helps pupils understand a range of faiths including Judaism, Christianity, Islam, Sikhism, Hinduism and Buddhism. However, we know it is not restricted to one department to deliver this.

The study of Boyne’s ‘The Boy in the Striped Pyjamas’ enables an important discussion of anti-Semitism, Queenswood has an active Amnesty Group who regularly present to their peers in chapel, and Holocaust Memorial Day is also marked by the School. Speakers such as Kitty Hart Moxon have done much to inspire pupils to make a difference in their lifetime.

School events such as Chinese New Year are celebrated in school with special food and activities, and girls take advantage of the trips to countries such as Japan, Malawi and Botswana to learn about other cultures whilst doing charity work.

At Queenswood, girls are empowered with skills to mitigate the risk of radicalisation, through the curriculum, co-curricular activities, and the school ethos.  We celebrate achievements in Chapel, assemblies and at Speech Day, and offer a wide range of experiences to develop confidence.  Taking initiative is encouraged, and this happens in so many spheres of school life, both formally through D of E, Young Enterprise, Charity work and so on, but also informally when girls want to set up a society or run an event. We encourage pupils to question and voice concerns, whether it be about another pupil, or issues in the wider world.

Democracy and Leadership at Queenswood

Societies provide a platform for girls to explore many views, and to make a difference by standing up for those who have no voice. The House Councils, School Council and International School Council provide opportunities for girls to express their opinions, and understand the processes through which it is appropriate to seek change. Leadership opportunities abound, with team captains, choir leaders, chapel stewards etc., and our girls are awarded badges for these which they wear with great pride. High aspirations are instilled, and girls learn to distinguish right from wrong.

Mentoring, and the idea of being a role model, is embedded in school culture so that older girls mentor younger girls in academic subjects, and Peer Supporters listen to pastoral concerns. Upper Sixth ‘Big Sisters’ help new girls, and Senior and Junior Prefects and House Leaders play important roles of leadership, providing positive role models of how to stand strong and do the right thing. Younger girls take on roles as buddies and shepherds to help new girls settle in. More informally, this also happens in activities in which different age groups take part together e.g. House Performing Arts, plays, choirs, orchestras, sports teams etc where girls learn to work with a wide range of people. The international dimension enhances the experience of our girls in so many spheres, and certainly contributes to the delivery of FBV.