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Entry Level 3
Unit No:
Guided learning hours:
20 hours

Assessment Guidance

Learners are likely to come from a wide variety of backgrounds and whilst some will have an idea about what is meant by British Values many will not or may be confused. There are some complex concepts that will need to be broken down into understandable language.

Unit Learning Outcomes


Know about democracy.

Key features of ‘democracy’ in everyday life and UK politics

People vote for councillors, MPs and political parties.

People can get involved in politics if they want to.

The idea of power and voice to the people rather than one ruler/decision-maker

as distinct from a country run by a king/queen only or a dictator or by a small group of powerful people who aren’t elected.

An approach to politics/a way of running a country but also a way for other sorts of groups to make fair decisions.

What are elections and who is allowed to vote in the United Kingdom? -examples - council, national, referendum.

What is a political party and what are the main political parties in the United Kingdom?

How the UK parliament is constructed - House of Commons, House of Lords.

Democratic processes in familiar settings - at school /college, in the local community e.g. choosing student council members; voting for someone to win a ‘best tutor’ award; a local drama group deciding how to spend money raised.

Assessment Criteria

  • 1.1

    Outline key features of democracy.

  • 1.2

    Give examples of democratic practices used in familiar settings.


Know about the rule of law.

A basic definition of the rule of law in the United Kingdom e.g. that law should be fair and applies equally to everyone.

No one is more powerful than the law.

Everyone is equal under the law.

Judges apply the law independently.

The rule of law is a set of rules that protects your rights, whether you are rich/poor; powerful or not etc.

No punishment without a court decision that the law has been broken.

Brief examples of different laws that affect day to day living to support learner understanding e.g. Health & Safety, Education, Health Services, Consumer protection (e.g. mobile phone contracts).

Different types of punishment if you are found guilty of breaking the law e.g. prison sentence, fines, community orders

linked to the sort of crimes for which these would be typical sentences.

Assessment Criteria

  • 2.1

    Outline key features of the ‘rule of law’.

  • 2.2

    Give examples of different laws.

  • 2.3

    Identify common punishments for breaking the law.


Know about individual liberty.

A basic definition of the term Individual liberty e.g. the liberty (freedom) of an individual to make choices and decisions about things which do not involve breaking the law.

Having individual liberty does not mean that you can do things that are against the law; it does not, therefore, give you the freedom to do anything you like but to do anything you like within the law.

Examples of Individual liberties enjoyed by people in Britain e.g.

Freedom to choose a religion.

Freedom of speech.

The right to a fair trial.

The right to life.

Assessment Criteria

  • 3.1

    State the difference between ‘individual liberty’ and ‘freedom to do anything you want’.

  • 3.2

    Give examples of key individual liberties currently enjoyed by people in Britain.


Know about mutual respect and tolerance.

Main faiths and belief groups in Britain e.g. Christianity, Islam, Hinduism, Sikhism, Judaism, Buddhism.

Basic understanding of what is meant by mutual respect and tolerance. Listening to others even if their choices, lifestyle and beliefs are ones you do not agree with or like.

The importance of not imposing your beliefs on others, recognition of the importance of religious practices, traditions, cultural heritage, and preferences.

Mutual Respect - treating others as you would like to be treated.

Tolerance - accepting the right for others to have different views to yours.

Ways of showing mutual respect and tolerance in setting such as school/college, community groups, clubs, family gatherings, when you are out and about – shopping/in restaurants/bars.

Examples such as: not making fun of someone because they don’t drink alcohol or wear different clothes for religious reasons; changing a planned meeting/event if a religious festival or requirement (such as Friday prayers) means some people wouldn’t be able to attend; checking the food on the menu for a party suits everyone if you have people of different faiths coming; listening to views you disagree with in a classroom discussion; letting other people make their point in a workplace meeting, even if you think they are wrong.

Assessment Criteria

  • 4.1

    Identify different faiths held by groups of people in Britain.

  • 4.2

    Give examples of ways that people can show mutual respect and tolerance of different faiths and beliefs in familiar settings.


Know about extremism.

Examples of extremist groups: e.g. IRA; ISIS; far right groups; animal rights activists.

A basic understanding of extremism e.g. having strong beliefs that most people think are unreasonable and unacceptable”.

Extremist groups do not all share the same beliefs or aims; what they have in common is that their beliefs are beyond what most people think are acceptable.Examples might include: racist or sexist views (e.g. people of one ethnic group are better than another; women should not be allowed out of the house); views about acceptable levels of violence (it’s okay to beat up a doctor who carries out an abortion; scientists who experiment on animals should be tortured themselves).

Types of criminal activity include killing people (e.g. terrorist attacks using bombs, driving vehicles into people, shootings); threatening people (e.g. sending emails or posting things online saying they plan to harm you or your family); damaging property (e.g. smashing windows of a science lab); stealing or selling drugs to make money to support terrorist groups.

Assessment Criteria

  • 5.1

    Identify different extremist groups.

  • 5.2

    Identify what makes a group ‘extremist’.

  • 5.3

    Identify criminal activities sometimes carried out by extremist groups.


Know about keeping safe from radicalisation.

An explanation about what is meant by the warning signs of radicalisation and ways in which individuals may become radicalised and the methods that may be adopted to encourage people to join in, adopt their radical beliefs and become involved in criminal activity.

e.g. Propaganda particularly on the internet and social media sites.

Befriending to become part of a group or ‘community’.

Targeting those identified as susceptible and marginalised - such as by gender, age, economic class or ethnicity. (Hate and Mate crime)

Situations in which you might be at risk.

These might include:

Getting involved with new groups with strong views about politics or other issues

Talking to people you don’t know online about politics or other issues

New friendships with people with strong views

Learners should be encouraged to think about risk and where to seek advice if they are concerned, not to avoid new situations or friendships or online activity.

Warning signs that you might be being radicalized might include:

Being asked to do something you think might be illegal (e.g. to sell drugs, hack into a website), to keep something secret or to hide something.

Being encouraged to drop old friends or to spend less time with your family.

Someone persuading you to believe things you think might be untrue or that your views or those of your family/friends are wrong.

Being asked to give money to a group whose views you think may be dangerous.

Doing things you don’t want to do because you are afraid to say no.

Being asked to change the way you behave or dress to fit in with a new group.

Being asked to go on marches, handout leaflets or go to meetings where people talk about taking /call for illegal action.

Ways to keep safe from radicalisation - Focus on raising awareness in a safe way.

Online safety could include:

Don’t post personal information like address, phone number.

Think carefully before posting pictures or videos of self or others.

Keeping privacy settings as high as possible.

Not giving out passwords.

Don’t befriend people you do not know.

Don’t meet up with people you have met online – people are not always who they say they are online.

Respect other people’s views, not being rude and insulting if you don’t agree with them.

Know your faith so you can identify an extremist version of it, ask for advice from a trusted source if you are unsure or suspicious, don't keep secrets from your family and friends.

Critically think why someone might ask you to become involved in violence, bloodshed or murder.

If something is seen online that makes you feel uncomfortable, unsafe or worried – leave the website, turn off the computer and tell a trusted adult.

Keeping safe with mobile phones

Don’t give your phone number out to someone you don’t know.

Don’t send pictures to people you don’t know.

Don’t reply to messages from people you don’t know.

Don’t reply to nasty messages.

Keep messages and show them to a trusted adult, make a note of the time and date.

Let withheld callers or unknown numbers go to voicemail.

Block numbers if necessary.

Tell someone if you are worried.

Keeping safe in the community

When you are out and about know how to keep yourself safe.

Know where safe places are in the community.

What to do if they have concerns about radicalisation.

What to do if you feel you are or another person is at risk of being radicalised - seek support, talk to family, teachers, religious leaders.

What to do if you become aware of possible or actual extremist activity -There are many ways to get help: report to the police, report this anonymously online. Immediate action may be required to prevent an atrocity.

Better to tell someone else even if it turns out that there was nothing to be concerned about, rather than keeping quiet about something that is worrying you.

Assessment Criteria

  • 6.1

    Identify situations where they might be at risk of radicalisation.

  • 6.2

    Identify some of the warning signs that people they are engaging with might be trying to radicalise them.

  • 6.3

    State some key ways they can keep themselves safe from radicalisation, including when on-line.

  • 6.4

    State what to do if they have any concerns about radicalisation.

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