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British Values

What are the British Values?

Capella is committed to promoting the spiritual, moral, social and cultural development of learners, particularly through promotion of the fundamental British values of:

  • democracy 
  • the rule of law
  • mutual respect
  • tolerance
  • individual liberty

These are the British values defined in the Prevent Strategy (2011) and are an antidote to extremism.  The values are outlined below along with examples of how Capella embeds, supports and promotes them.



Ensuring everyone has a voice so that all are listened to and can share their views.

  • Operate a strong vibrant “learner voice programme” that encourages and takes the views of students seriously.

How: Learner surveys are completed and analysed.

  • Design delivery programmes so that all learners are encouraged to make their voice heard. Integrate debates to encourage freedom of expression and ensure students have their say on their course, and relevant local or national issues.

How: Training resources including case-studies and activities that require discussion and debate.

  • Encourage 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.

How: Staff encourage cooperation with democratic processes. Prejudiced behaviour is not tolerated; staff challenge radical or extreme views


Rule of Law

Understanding and respecting rules and regulations.

  • Enable learners to distinguish right from wrong and to respect the civil and criminal law of England.

How: Staff encourage learners to do what is right and challenge any ill-informed views or behaviours, including how to avoid radicalisation and extremism.

  • Provide an appreciation that living under the rule of law protects individual citizens and is essential for wellbeing and safety.

How: Refer to the Health and Safety at Work Act.

  • Embed the Apprenticeship responsibilities.

How: Joining Instructions, Launch workshops, Apprenticeship Agreement, Apprentice/Delegate Code of Conduct

  • Ensure robust and effective processes provide a framework for sanction should students not abide by the rules.

How: Escalation process; Assessment Policy, Apprentice/Delegate Code of Conduct



People having different faiths and beliefs (or none) are accepted and tolerated; prejudiced views are not tolerated.

  • Equality and diversity is embedded within our teaching and learning.

How: Extension tasks enable all learners to work alongside each other, maximising their individual and collective potential.

  • An acceptance that people having different faiths and beliefs to oneself (or having no faith/belief) should be accepted and tolerated and should not be subject to prejudicial or discriminatory behaviour. This is protected by law.

How: Learners are encouraged to respect each other and respect others’ rights to be able to express an opinion free from fear; prejudiced views are not tolerated.

  • Encourage respect for other people.

How: Group activities and sharing workshops.

  • Actively encourage learners to be broad-minded, respectful and effective global citizens.

How: Activities that promote independent learning, purposeful work-related learning, personal, social, ethical and employability skills, and through Associates providing constructive feedback that helps learners to reach their full-potential.


Mutual respect

Everyone is entitled to an opinion that is listened to by others (providing it doesn’t promote extremism).

  • Respectful behaviour is a key requirement of all Associates and learners. It is embedded into our policies and practices to ensure we actively promote an environment of mutual respect that is free from any form of harassment and discrimination.

How: Any disrespectful action is not acceptable and is challenged; Capella’s Equality, Diversity & Dignity at Work Policy (copy available on Capella’s website)

  • Design programmes so that all learners are encouraged to share their voice.

How: Training resources including case-studies and activities that require discussion and debate.

  • Operate zero tolerance in relation to any form of bullying.

How: Learners are encouraged to respect each other and respect others’ rights to be able to express an opinion free from fear; prejudiced views are not tolerated.


Individual Liberty

Freedom and individual choice (within the law).

  • Encourage learners 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 their own and wider community.

How: Learners are provided with a Tracker template and a report template to manage and monitor their own progress throughout the programme.

  • Learners are encouraged to take responsibility for their own choices, actions and decisions and the impact that they have on others.

How: Capella’s Safeguarding & Prevent Policy (see Capella website) and Stay Safe Modules contains information to support anyone at risk of radicalisation or extremism and also provide signposting to national organisations that can provide learners with confidential advice and counselling etc.

  • Learners are encouraged to make informed and positive choices about their future, such as next steps, their behaviour and/or their life goals.

How: Individual Learning Plans and End of Programme Review.

  • Enable learners to develop their self-knowledge, self-esteem and self-confidence.

How: Associates motivate and encourage learners and ensure an inclusive learning environment. For example, learners have the opportunity to hold meetings, take part in debates and discussions, work in teams, generate ideas, problem solve and to tackle new work projects.



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