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British Values


We want our children to become responsible, active citizens who participate in democracy and public life with respect for diversity and a commitment to working towards greater community cohesion. Personal, Social, Health Education and Citizenship (PSHE&C) is at the heart of our school which emphasises the difference between right and wrong and respecting & tolerating differences in a very diverse and modern Britain. We have planned a curriculum that will enable children to make progress towards these aims. Through engaging lessons using our learning model and appropriate activities, we can give them all a better understanding of themselves and others in the ‘community of communities’ in which they live. We can secure and influence behaviour and attendance and encourage further involvement and commitment to education.


British Values and related School values  Examples of how these are developed in the school and wider curriculum 

Democracy

 

UN CRC Article 12: Children have the right to say what they think should happen, when adults are making decisions that affect them, and to have their opinions taken into account. 

To understand and respect the democratic process

  • To understand how they can influence decision making through a democratic process 
  • To understand how to argue and defend a point of view 
  • To understand the importance of team work 
  • We have an elected School Council. This is used as an opportunity to promote and teach about democracy and the electoral process. 
  • We encourage pupils to volunteer in and out of school. This includes things like the Eco-Council, sports leaders, ICT support, lunch helpers, and also raising money for local and national charities. 
  • Democracy is also promoted through additional PSHE lessons and assemblies. 
  • Annual pupil survey 
  • At the beginning of each topic, children are asked ‘What do I know already and what do I want to learn?’ 
  • Children contribute as a whole class at the beginning of the year to golden class rules, in addition to the school rules.

Moral strand of our PSHE&C curriculum:

 

1. Begin to exercise choice and the right to decide

2. Begin to discuss and debate topical issues in both small and larger groups

3. Begin to contribute to the life of the class & school; e.g. classroom & library monitors

4. Become aware of and respect the different opinions of others

5. Offer simple ideas or opinions about real school issues.

6. Be confident to try new activities, initiate ideas and speak in a familiar group.

7. Consider the consequences of their words and actions for others.

 

P.E and school sport:

 

1. Team games taught for striking & fielding, net and invasion games

2. Team games and working with others developed at playtimeslinked to P.E. lessons

3. Athletics

4. A range of extra-curricular activities

 The rule of law

 

UN CRC Article 19: Governments should ensure that children are properly cared for, and protect them from violence, abuse and neglect by their parents, or anyone else who looks after them.

  • Ability to recognise the difference between right & wrong and apply this to their own lives 
  • Ability to accept responsibility for their behaviour 
  • To understand the consequences of their behaviour and actions 
  • Ability to resolve conflicts effectively 
  • Understand how they can contribute positively to the lives of those living and working in the locality and society more widely 
  • To understand that living under the rule of law protects them and is essential for their wellbeing and safety
  • Through our school assemblies, circle time and PSHE children are taught how to earn trust and respect and are supported to develop a strong sense of morality; knowing right from wrong and doing the right thing even when it’s difficult. 
  • We have high expectations about pupil conduct and this is reflected in our Behaviour Policy. There are rewards for exhibiting good and caring behaviour and consistent demonstration of our values is recognised e.g. ‘Star of the Week’ and ‘Special Award’. 
  • Red/Yellow Card system used in all classrooms to manage learning behaviours 
  • Yearly police talks / emergency services visits 
  • Classroom rules  Jar of good choices 
  • Circle time discussions 
  • Individual behaviour/management plans 
  • Solution focus 

 

Moral strand of our PSHE&C curriculum:

 

1. Begin to manage their feelings in a positive way

2. Understand how rules help them; e.g. School’s Golden Rules, classroom learning rules

3. Agree and follow rules for their groups and classroom

4. Begin to respect property- personal and public

5. Begin to recognise the difference between right and wrong

6. Begin to understand behaviours which are helpful and unhelpful to make all children feel safe and happy

7. Begin to set personal goals

8. Begin to understand the roles of others in society e.g. people in our local community/people who help us.

 Individual liberty

 

UN CRC Article 31: All children have a right to relax and play, and to join in a wide range of activities.


UN CRC Article 15: Children have the right to meet together and to join groups and organisations, as long as this does not stop other people from enjoying their rights.

  •  To understand rights & responsibilities
  • Through our school values and the SEAL PSHE program, children are taught about personal responsibility, choices, ambition and aspiration. 
  • School’s Golden Rules 
  • Red/Yellow card system used in all classrooms to manage learning behaviours 
  • Circle time discussions  Classroom rules 
  • SEAL has specific units relating to individual liberty including ‘Good to Be Me!’ 
  • Children are taught how to keep themselves safe, including online. This is done through computing lessons, assemblies and workshops, as well as through the PSHE curriculum. 

 

Citizenship strand of PSHE&C curriculum: 

 

  • Begin to know about different groups they belong to and the important people and roles within them. 
  • Begin to develop a sense of responsibility and contribute to discussions regarding targets. 
  • Offer simple ideas or opinions about real school issues – class conference takes place weekly. 
  • Begin to understand the rights and responsibilities of children. 
  • Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others. 
  • Consider the consequences of their words and actions for others.

 Mutual respect & Tolerance of those with different faiths and belief

 

UN CRC Article 2: The Convention applies to everyone whatever their race, religion, abilities, whatever they think or say and whatever type of family they come from.

 

UN CRC Article 30: Children have a right to learn and use the language and customs of their families, whether these are shared by the majority of people in the country or not.

 

UN CRC Article 14: Children have the right to think and believe what they want, and to practise their religion, as long as they are not stopping other people from enjoying their rights. Parents should guide their children on these matters.

  • Reflective about their own beliefs, religious or otherwise that inform their interest in and respect for different people’s faiths, feelings and values 
  • Reflective about their own experiences 
  • Interest in investigating and offering reasoned views about moral and ethical issues and being able to understand and appreciate the viewpoints of others 
  • Use a range of social skills in different contexts, including working and socialising with pupils from different religions, ethnic and socioeconomic backgrounds 
  • Participate in a variety of communities and social settings, cooperating well with others 
  • Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain 
  • Understand, accept, respect and celebrate diversity as shown by their tolerance and attitudes
  • We have high expectations about pupil conduct and this is reflected in our Behaviour Policy. 
  • A range of different resources are used to support the entire curriculum to help pupils understand and welcome diversity. 
  • Through our school’s values, teaching of SEAL’s, PSHE and circle time children are taught to respect each other, to be cooperative and collaborative, be supportive and to look for similarities while being understanding of differences. 
  • The SEAL theme of ‘Getting on and Falling Out’ explores these issues well. 
  • Tolerance of different faiths and beliefs is promoted through the Syllabus for Religious Education. Children learn about different religions, their beliefs, places of worship and festivals. 
  • Signs around the school in other languages (classrooms and communal areas) 
  • School’s Golden Rules 
  • Red/Yellow card system used in all classrooms to manage learning behaviours 
  • ‘British Values’ display in each phase. 
  • Celebration/Craft activity mornings – celebrating different faiths/beliefs. 
  • Monitoring of bullying and prejudiced based incidents by type 
  • Photos of children from all ethnicities used in classroom displays. 

 

Moral strand of our PSHE&C curriculum:

 

  • Identify and respect similarities and differences between people including physical appearance, culture, family, religion and language 
  • Begin to know what bullying is, that there are different types of teasing and bullying and that bullying is hurtful and wrong 
  • Learn how to respond appropriately to bullying 
  • Respond positively to the diversity and similarity of individuals and groups, including questioning stereotypes 
  • Have a positive self -image and show that they are comfortable with themselves. 
  • Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others. 

 

R.E. curriculum:

 

  • Parent/carers invited in to talk about Diwali, Ramadan, Eid 
  • Children sharing experiences of different festivals 
  • To understand beliefs and teachings 
  • To understand practices and lifestyles 
  • To understand how beliefs are conveyed 
  • To explore family routines and customs 
  • To reflect 
  • To understand values 
  • To talk about similarities and differences between families, communities and traditions 
  • Visits to different places of worship 

 

French curriculum:

 

  • To understand the French culture 
  • To know the similarities and differences between themselves and others and among families, communities and traditions 

 

History curriculum:

 

  • To investigate and interpret the past 
  • To build an overview of world history 

 

Geography curriculum:

 

  • To map where all families live/from 
  • To compare their local area to other continents/countries


Term

SEAL Theme

Every other year focus

Value Related Values
1 New Beginnings Friendship Thoughtfulness, caring
2 Getting On and Falling Out Co-operation Patience, understanding
3 Going for Goals Responsibility Rights, trust
4 Good to be Me Honesty Trust, humility
5 Relationships Respect Tolerance, Understanding
6 Changes Courage Hope



 
 
Contact

Old Hall Drive Academy

Old Hall Drive

Gorton

M18 7FU


Tel: 0161 223 2805
Fax:
Email: admin@oldhalldrive.manchester.sch.uk

 
 
 
© 2014 - Primary School