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British Values

Achievement

Contribution

 

British Values

 

At Awsworth Primary & Nursery School we actively teach our children about the British Values.  We achieve this through our curriculum, assemblies and as part of our shared ethos. We reflect British Values in everything we do.  We aim to nurture our children so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and to the world. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.  Global learning is interwoven into all aspects of life at our school and we have established links with partner schools in Mexico, India, Australia, Egypt, Lebanon, Tanzania and China so that our children can view the world from the perspective of other people in other countries. We are a Rights Respecting school and the children learn about the rights of all children and how we respect and value these rights.

 

This includes:

 

  • Electing our School Council and listening to the views and ideas of others - Democracy
  • Work about other faiths and cultures in Religious Education and other subjects - Respect and Tolerance
  • Accepting the beliefs of others - Respect and Tolerance
  • Aiming to achieve our targets - Individual Liberty
  • Taking responsibility for what we do and how we act - Individual Liberty
  • Following the rules of our school and our class - Rule of Law
  • Learning about different emergency services and other support networks - Rule of Law

 

Two videos which explain British Values can be found via the following links:

 

https://youtu.be/gCvMXBB-nrg

 

https://youtu.be/bIC1fb5OqMA

 

 

 

 

 

 

 

 

 

 

How Democracy flows through Awsworth Primary & Nursery School

 

The ability to communicate is the most important area of learning.  At Awsworth Primary & Nursery School we empower our pupils by giving them opportunities to make choices about the things that they believe to be important.  Pupil voice is regularly used by the school to seek children's views and that of others about different aspects of school life.  By doing this we ensure that pupils are given a ‘voice’ to communicate with others both in school and the wider area.  By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.

 

EYFS

 

  • Learning to listen to and respect the opinions and feelings of others in our discussions and learning activities, taking turns, sharing, collaborating and making decisions together.
  • Voting for the Snack time story.
  • Keeping our play going by collaborating - the Number of children per area, using lanyards, taking turns during circle time, carpet session games, role play.

Year 1

  • Voting for our school council members using a secret ballot.
  • Voting for the book we would like to read as a class.
  • Voting and using majority decisions when deciding on monthly team point or attendance rewards.
  • Putting our hands up and waiting for our turn to speak.

Year 2

  • Voting for our school council members who are standing for election and explaining to others why they should be chosen.
  • Voting and using majority decisions to make choices within the curriculum e.g. when choosing class books.
  • Voting and using majority decisions when deciding on monthly team point and attendance rewards.
  • Listening patiently and respectfully whilst others are talking and wait for our turn to speak.

Year 3

 

  • Voting for school council and respecting the majority decision- verbally.
  • Presenting to peers to explain why they think they should be school councillor.
  • To be able to take part in a fair vote and understand why.
  • Voting for and using majority decisions on attendance rewards.

Year 4

 

  • Voting for school council and respecting the majority decision
  • Presenting and recording reasons for wanting to be school councillor
  • Playing a part in the process of voting and the language associated with it
  • Voting for and using majority decisions on attendance rewards.

Year 5

 

  • Voting for school council and respect the majority decision-recording their pledges for being a good councillor
  • To understand the need for democracy and its principles and place in society
  • Choosing from and discussing a list of options before holding a vote e.g. colour captain, class story, favourite topics in the curriculum.
  • Visiting Houses of Parliament with an MP to see how democracy works in our country.

Year 6

 

  • Voting for school council and respect the majority decision following a debate and understanding the facts
  • Understanding and discussing the need for democracy and the impact of not having a democracy
  • Independently identify a list of rewards and make a choice
  • Visiting Houses of Parliament with an MP to see how democracy works in our country.

 

How The Rule of Law flows through Awsworth Primary & Nursery School

 

We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school community and society at large. Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and predicable environment within the school and beyond. In our work we aim to help our children to understand the connection between actions and consequences alongside the reasoning behind different rules and laws. This type of environment enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.

 

EYFS

 

  • Developing and understanding the early language of good choices, bad choices, right and wrong.
  • We learn to manage our own feelings and behaviour, learn right from wrong, behaving within agreed and clearly defined boundaries in our routines and play activities and about dealing with the consequences e.g. Thinking chair, focussed positive praise, individual sticker charts.
  • Finding out about and seeing people who help us, including Emergency Service Visits.
  • Learning routines, rules and boundaries for the day in school

Year 1

  • Following our school’s Ready Respectful Safe and anti-bullying pledges and looking at the reasons behind it.
  • Creating our own class charter.
  • Talking about how rules make what we do fair
  • Thinking and talking about staying safe at specific times e.g. Bonfire night.

Year 2

  • Following our school’s Ready Respectful Safe and anti-bullying pledges and learning how this is replicated to similar rules outside of school they may experience e.g. in clubs and activities.  Creating our own class charter.
  • Following rules in games and activities and know how these help keep us safe and make things fair.
  • Thinking and talking about rules that help us stay safe such as Bonfire night and during other events and times.

Year 3

 

  • Follow the school’s Ready Respectful Safe rules and anti-bullying pledges and deepen an understanding of how it relates to the wider world and the consequences of not following them on others.  Creating our own class charter.
  • Have the opportunity to experience rules within the local area.
  • Understand safety within the school environment and during specific times and events.

Year 4

 

  • Follow the school’s Ready Respectful Safe rules and anti-bullying pledges and deepen an understanding of how it relates to the wider world and the consequences of not following them on others.  Creating our own class charter.
  • Have the opportunity to experience rules within the local community.
  • Understand safety in the wider world including on the roads and during specific times and events.

Year 5

 

  • Agreeing a set of principles and relating it to the school code of conduct and anti-bullying pledges and the immediate consequences of not following them.
  • Have the opportunity to experience rules within a different setting and begin to understand some of the legal consequences of not following rules either as a group or an individual through lessons in e.g. RE, SRE, PSHE, bikeability.  Creating our own class charter.
  • Understand safety in the wider world including in water and during specific times and events.

Year 6

 

  • Agreeing a set of principles and relating it to the school code of conduct and anti-bullying pledges and make links to real life legislation.
  • Understand the consequences of not following rules in group and individual activities. E.g  on a residential visit, through DARE and lessons on internet safety.
  • Understand national laws and issues and be able to explain rules to others.  Creating our own class charter.

 

 How Tolerance of the Beliefs of Others flows through Awsworth Primary & Nursery School

 

We live in a multi-faith community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race. Cultural appreciation and the development of cultural capital is part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others in areas areas such as: friendships, helping others and celebrations from a range of faiths and world events.

 

EYFS

 

  • Developing and understanding the early language of Same, different, beliefs, traditions.
  • Appreciate and respect our own culture and the culture of others.
  • Exploring similarities and differences between ourselves and others.
  • Share knowledge and experiences of our own celebrations and learn about similarities and differences between ourselves and our classmates.

Year 1

  • Finding out about different religious celebrations and festivals
  • Learning about significant people from different backgrounds and what they did
  • Reading stories from different cultures and religions.

Year 2

  • Looking at and comparing different religions, celebrations and festivals
  • Responding with ideas to examples of co-operation between people who are different.
  • Discovering the implications on individuals who suffered a lack of tolerance

Year 3

 

  • Understand diversity and respect the cultures, race and beliefs within the school community.
  • Children understand when behaviour towards others is not acceptable and the word discrimination.
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them.

Year 4

 

  • Understand diversity and respect the cultures, race, gender and beliefs of others within the school and the local area.
  • Children understand when behaviour towards others is not acceptable and are beginning to understand what discrimination means.
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them.

Year 5

 

  • Understand diversity and respect the cultures, race, gender, sexual orientation and beliefs with the wider community through the RE and PSHE curriculum.
  • Children understand when behaviour towards others is not acceptable, including some specific types of discrimination e.g. through learning about global goals, the Outright Campaign (refugees and homelessness), Broxtowe Youth Project (youth homelessness).
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them and can use this to questions their own or others opinions/ behaviour.

Year 6

 

  • Understand diversity and respect the cultures and beliefs within our country and wider world.
  • Children understand when behaviour towards others is not acceptable, including any type of discrimination e.g. through learning about global goals, the Outright Campaign (refugees and homelessness), Broxtowe Youth Project (youth homelessness) and DARE.
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them or others and can use this to make a stand against others opinions/ behaviour.

 

 

How Mutual Respect flows through Awsworth Primary & Nursery School

 

Pupils develop their Culture Capital through our curriculum themes and the teaching and learning within them. Our School takes part in local sporting activities which helps to instil ‘fair play’ and engender a ’team spirit’. For example, children have the opportunity to participate in football, dodgeball, cricket and swimming competitions. The staff work closely with parents, carers and other professionals to ensure that the pupils school are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community. Through this work we develop Tolerance and Respect within our children.

 

EYFS

 

  • Developing and understanding the early language of Take turns, fair, kind, friend.
  • Play learn and grow together in our classroom activities to learn how to be part of a community take turns and show respect and consideration for others’ ideas/opinions.
  • Manage feelings and behaviour and form relationships with others to treat others as we want to be treated through anti-bullying week and Circle time activities.

Year 1

  • Sharing our thoughts and ideas freely.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend.
  • Learning and developing respect not only towards other people but to animals and our environment.

Year 2

  • Sharing our thoughts and ideas to understand that everyone has the right to an opinion even if it is different to our own.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend and the impact of bullying including the impact on our mental health.
  • Learning and developing respect not only towards other people but to animals and our environment and the importance of fair trade and respect for growers.

Year 3

 

  • Express our own opinions
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Participating in anti-bullying week, children look closely at how to recognise bullying and how to deal with such behaviour

Year 4

 

  • Express own opinions with reasons
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying and how to deal with such behaviours

Year 5

 

  • Begin to challenge other people’s opinions respectfully through our Ready Respectful Safe code of conduct.
  • Children are encouraged to listen to one another, be respectful to one another and respond appropriately during topical discussions e.g. Newsround sessions and are identified in the ‘BEST’ card rewards for e.g. respect, listening.
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the consequences involved

Year 6

 

  • Be able to debate sensitive issues, showing appreciation for other points of view, e.g. debating about refugees and homelessness.
  • Children are encouraged to listen to one another, be respectful to one another, respond appropriately and confidently challenge opinions during topical discussions e.g. Newsround sessions and are identified in the ‘BEST’ card rewards for e.g. respect, listening.
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the impact this can have on mental health and well-being, focussing on internet safety, cyber bullying and mental health and well-being in PSHE.

 

How Individual Liberty flows through Awsworth Primary & Nursery School

 

Pupils are encouraged to become good and valued citizens who understand their rights to be themselves. We do this by supporting each pupil to become as independent as possible and individuals who respect the rights of others and where others will respect them. We endeavour to demonstrate that everyone has rights, including the right to say ‘No’ when appropriate. Some pupils will take responsibility for particular roles and understand that with certain roles comes a level of responsibility. Learning to do things independently is an important part of learning to understand yourself. We support others by participating in local community and national events and charitable events such as, Children in Need, Anti-Bullying Week as well as supporting Local Charities. We believe that by engendering a caring and helpful environment and by learning to be independent can boost and nurture a healthy self-esteem.

 

EYFS

 

  • Developing and understanding the early language of Take turns, fair, kind, friend.
  • Play learn and grow together in our classroom activities to learn how to be part of a community take turns and show respect and consideration for others’ ideas/opinions.
  • Manage feelings and behaviour and form relationships with others to treat others as we want to be treated through anti-bullying week and Circle time activities.

Year 1

  • Sharing our thoughts and ideas freely.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend.
  • Learning and developing respect not only towards other people but to animals and our environment.

Year 2

  • Sharing our thoughts and ideas to understand that everyone has the right to an opinion even if it is different to our own.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend and the impact of bullying including the impact on our mental health.
  • Learning and developing respect not only towards other people but to animals and our environment and the importance of fair trade and respect for growers.

Year 3

 

  • Express our own opinions
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Participating in anti-bullying week, children look closely at how to recognise bullying and how to deal with such behaviour

Year 4

 

  • Express own opinions with reasons
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying and how to deal with such behaviours

Year 5

 

  • Begin to challenge other people’s opinions respectfully, rewarding conduct and independence through the BEST awards.
  • Children are encouraged to listen to one another, be respectful to one another and respond appropriately during topical discussions via Rights Respecting work.
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the consequences involved.

Year 6

 

  • Be able to debate sensitive issues, showing appreciation for other points of view.
  • Children are encouraged to listen to one another e.g. through self and peer assessments, be respectful to one another, respond appropriately and confidently challenge opinions during topical discussions e.g. Newsround sessions
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the impact this can have on mental health and well-being

 

The DfE have also published Guidance about the Promotion of Fundamental British Values which the school follows.

Achievement

Contribution

 

British Values

 

At Awsworth Primary & Nursery School we actively teach our children about the British Values.  We achieve this through our curriculum, assemblies and as part of our shared ethos. We reflect British Values in everything we do.  We aim to nurture our children so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and to the world. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.  Global learning is interwoven into all aspects of life at our school and we have established links with partner schools in Mexico, India, Australia, Egypt, Lebanon, Tanzania and China so that our children can view the world from the perspective of other people in other countries. We are a Rights Respecting school and the children learn about the rights of all children and how we respect and value these rights.

 

This includes:

 

  • Electing our School Council and listening to the views and ideas of others - Democracy
  • Work about other faiths and cultures in Religious Education and other subjects - Respect and Tolerance
  • Accepting the beliefs of others - Respect and Tolerance
  • Aiming to achieve our targets - Individual Liberty
  • Taking responsibility for what we do and how we act - Individual Liberty
  • Following the rules of our school and our class - Rule of Law
  • Learning about different emergency services and other support networks - Rule of Law

 

Two videos which explain British Values can be found via the following links:

 

https://youtu.be/gCvMXBB-nrg

 

https://youtu.be/bIC1fb5OqMA

 

 

 

 

 

 

 

 

 

 

How Democracy flows through Awsworth Primary & Nursery School

 

The ability to communicate is the most important area of learning.  At Awsworth Primary & Nursery School we empower our pupils by giving them opportunities to make choices about the things that they believe to be important.  Pupil voice is regularly used by the school to seek children's views and that of others about different aspects of school life.  By doing this we ensure that pupils are given a ‘voice’ to communicate with others both in school and the wider area.  By valuing each ‘voice’ and by listening and responding to that voice we demonstrate that we support democracy and liberty.

 

EYFS

 

  • Learning to listen to and respect the opinions and feelings of others in our discussions and learning activities, taking turns, sharing, collaborating and making decisions together.
  • Voting for the Snack time story.
  • Keeping our play going by collaborating - the Number of children per area, using lanyards, taking turns during circle time, carpet session games, role play.

Year 1

  • Voting for our school council members using a secret ballot.
  • Voting for the book we would like to read as a class.
  • Voting and using majority decisions when deciding on monthly team point or attendance rewards.
  • Putting our hands up and waiting for our turn to speak.

Year 2

  • Voting for our school council members who are standing for election and explaining to others why they should be chosen.
  • Voting and using majority decisions to make choices within the curriculum e.g. when choosing class books.
  • Voting and using majority decisions when deciding on monthly team point and attendance rewards.
  • Listening patiently and respectfully whilst others are talking and wait for our turn to speak.

Year 3

 

  • Voting for school council and respecting the majority decision- verbally.
  • Presenting to peers to explain why they think they should be school councillor.
  • To be able to take part in a fair vote and understand why.
  • Voting for and using majority decisions on attendance rewards.

Year 4

 

  • Voting for school council and respecting the majority decision
  • Presenting and recording reasons for wanting to be school councillor
  • Playing a part in the process of voting and the language associated with it
  • Voting for and using majority decisions on attendance rewards.

Year 5

 

  • Voting for school council and respect the majority decision-recording their pledges for being a good councillor
  • To understand the need for democracy and its principles and place in society
  • Choosing from and discussing a list of options before holding a vote e.g. colour captain, class story, favourite topics in the curriculum.
  • Visiting Houses of Parliament with an MP to see how democracy works in our country.

Year 6

 

  • Voting for school council and respect the majority decision following a debate and understanding the facts
  • Understanding and discussing the need for democracy and the impact of not having a democracy
  • Independently identify a list of rewards and make a choice
  • Visiting Houses of Parliament with an MP to see how democracy works in our country.

 

How The Rule of Law flows through Awsworth Primary & Nursery School

 

We involve pupils in setting codes of behaviour; helping pupils to make decisions and choices that are acceptable to the school community and society at large. Pupils are helped to learn to manage their behaviour and take responsibility for their actions. Staff are committed to providing a consistent and predicable environment within the school and beyond. In our work we aim to help our children to understand the connection between actions and consequences alongside the reasoning behind different rules and laws. This type of environment enables pupils to feel safe and secure; this in turn, promotes the optimum conditions for learning to take place.

 

EYFS

 

  • Developing and understanding the early language of good choices, bad choices, right and wrong.
  • We learn to manage our own feelings and behaviour, learn right from wrong, behaving within agreed and clearly defined boundaries in our routines and play activities and about dealing with the consequences e.g. Thinking chair, focussed positive praise, individual sticker charts.
  • Finding out about and seeing people who help us, including Emergency Service Visits.
  • Learning routines, rules and boundaries for the day in school

Year 1

  • Following our school’s Ready Respectful Safe and anti-bullying pledges and looking at the reasons behind it.
  • Creating our own class charter.
  • Talking about how rules make what we do fair
  • Thinking and talking about staying safe at specific times e.g. Bonfire night.

Year 2

  • Following our school’s Ready Respectful Safe and anti-bullying pledges and learning how this is replicated to similar rules outside of school they may experience e.g. in clubs and activities.  Creating our own class charter.
  • Following rules in games and activities and know how these help keep us safe and make things fair.
  • Thinking and talking about rules that help us stay safe such as Bonfire night and during other events and times.

Year 3

 

  • Follow the school’s Ready Respectful Safe rules and anti-bullying pledges and deepen an understanding of how it relates to the wider world and the consequences of not following them on others.  Creating our own class charter.
  • Have the opportunity to experience rules within the local area.
  • Understand safety within the school environment and during specific times and events.

Year 4

 

  • Follow the school’s Ready Respectful Safe rules and anti-bullying pledges and deepen an understanding of how it relates to the wider world and the consequences of not following them on others.  Creating our own class charter.
  • Have the opportunity to experience rules within the local community.
  • Understand safety in the wider world including on the roads and during specific times and events.

Year 5

 

  • Agreeing a set of principles and relating it to the school code of conduct and anti-bullying pledges and the immediate consequences of not following them.
  • Have the opportunity to experience rules within a different setting and begin to understand some of the legal consequences of not following rules either as a group or an individual through lessons in e.g. RE, SRE, PSHE, bikeability.  Creating our own class charter.
  • Understand safety in the wider world including in water and during specific times and events.

Year 6

 

  • Agreeing a set of principles and relating it to the school code of conduct and anti-bullying pledges and make links to real life legislation.
  • Understand the consequences of not following rules in group and individual activities. E.g  on a residential visit, through DARE and lessons on internet safety.
  • Understand national laws and issues and be able to explain rules to others.  Creating our own class charter.

 

 How Tolerance of the Beliefs of Others flows through Awsworth Primary & Nursery School

 

We live in a multi-faith community where each person is respected and valued equally without regard to ability, gender, faith, heritage or race. Cultural appreciation and the development of cultural capital is part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils’ experiences and awareness of others in areas areas such as: friendships, helping others and celebrations from a range of faiths and world events.

 

EYFS

 

  • Developing and understanding the early language of Same, different, beliefs, traditions.
  • Appreciate and respect our own culture and the culture of others.
  • Exploring similarities and differences between ourselves and others.
  • Share knowledge and experiences of our own celebrations and learn about similarities and differences between ourselves and our classmates.

Year 1

  • Finding out about different religious celebrations and festivals
  • Learning about significant people from different backgrounds and what they did
  • Reading stories from different cultures and religions.

Year 2

  • Looking at and comparing different religions, celebrations and festivals
  • Responding with ideas to examples of co-operation between people who are different.
  • Discovering the implications on individuals who suffered a lack of tolerance

Year 3

 

  • Understand diversity and respect the cultures, race and beliefs within the school community.
  • Children understand when behaviour towards others is not acceptable and the word discrimination.
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them.

Year 4

 

  • Understand diversity and respect the cultures, race, gender and beliefs of others within the school and the local area.
  • Children understand when behaviour towards others is not acceptable and are beginning to understand what discrimination means.
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them.

Year 5

 

  • Understand diversity and respect the cultures, race, gender, sexual orientation and beliefs with the wider community through the RE and PSHE curriculum.
  • Children understand when behaviour towards others is not acceptable, including some specific types of discrimination e.g. through learning about global goals, the Outright Campaign (refugees and homelessness), Broxtowe Youth Project (youth homelessness).
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them and can use this to questions their own or others opinions/ behaviour.

Year 6

 

  • Understand diversity and respect the cultures and beliefs within our country and wider world.
  • Children understand when behaviour towards others is not acceptable, including any type of discrimination e.g. through learning about global goals, the Outright Campaign (refugees and homelessness), Broxtowe Youth Project (youth homelessness) and DARE.
  • Children are taught about famous examples of people who used courage to challenge the discrimination that was shown towards them or others and can use this to make a stand against others opinions/ behaviour.

 

 

How Mutual Respect flows through Awsworth Primary & Nursery School

 

Pupils develop their Culture Capital through our curriculum themes and the teaching and learning within them. Our School takes part in local sporting activities which helps to instil ‘fair play’ and engender a ’team spirit’. For example, children have the opportunity to participate in football, dodgeball, cricket and swimming competitions. The staff work closely with parents, carers and other professionals to ensure that the pupils school are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community. Through this work we develop Tolerance and Respect within our children.

 

EYFS

 

  • Developing and understanding the early language of Take turns, fair, kind, friend.
  • Play learn and grow together in our classroom activities to learn how to be part of a community take turns and show respect and consideration for others’ ideas/opinions.
  • Manage feelings and behaviour and form relationships with others to treat others as we want to be treated through anti-bullying week and Circle time activities.

Year 1

  • Sharing our thoughts and ideas freely.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend.
  • Learning and developing respect not only towards other people but to animals and our environment.

Year 2

  • Sharing our thoughts and ideas to understand that everyone has the right to an opinion even if it is different to our own.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend and the impact of bullying including the impact on our mental health.
  • Learning and developing respect not only towards other people but to animals and our environment and the importance of fair trade and respect for growers.

Year 3

 

  • Express our own opinions
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Participating in anti-bullying week, children look closely at how to recognise bullying and how to deal with such behaviour

Year 4

 

  • Express own opinions with reasons
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying and how to deal with such behaviours

Year 5

 

  • Begin to challenge other people’s opinions respectfully through our Ready Respectful Safe code of conduct.
  • Children are encouraged to listen to one another, be respectful to one another and respond appropriately during topical discussions e.g. Newsround sessions and are identified in the ‘BEST’ card rewards for e.g. respect, listening.
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the consequences involved

Year 6

 

  • Be able to debate sensitive issues, showing appreciation for other points of view, e.g. debating about refugees and homelessness.
  • Children are encouraged to listen to one another, be respectful to one another, respond appropriately and confidently challenge opinions during topical discussions e.g. Newsround sessions and are identified in the ‘BEST’ card rewards for e.g. respect, listening.
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the impact this can have on mental health and well-being, focussing on internet safety, cyber bullying and mental health and well-being in PSHE.

 

How Individual Liberty flows through Awsworth Primary & Nursery School

 

Pupils are encouraged to become good and valued citizens who understand their rights to be themselves. We do this by supporting each pupil to become as independent as possible and individuals who respect the rights of others and where others will respect them. We endeavour to demonstrate that everyone has rights, including the right to say ‘No’ when appropriate. Some pupils will take responsibility for particular roles and understand that with certain roles comes a level of responsibility. Learning to do things independently is an important part of learning to understand yourself. We support others by participating in local community and national events and charitable events such as, Children in Need, Anti-Bullying Week as well as supporting Local Charities. We believe that by engendering a caring and helpful environment and by learning to be independent can boost and nurture a healthy self-esteem.

 

EYFS

 

  • Developing and understanding the early language of Take turns, fair, kind, friend.
  • Play learn and grow together in our classroom activities to learn how to be part of a community take turns and show respect and consideration for others’ ideas/opinions.
  • Manage feelings and behaviour and form relationships with others to treat others as we want to be treated through anti-bullying week and Circle time activities.

Year 1

  • Sharing our thoughts and ideas freely.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend.
  • Learning and developing respect not only towards other people but to animals and our environment.

Year 2

  • Sharing our thoughts and ideas to understand that everyone has the right to an opinion even if it is different to our own.
  • Taking an active role in Anti-bullying week and look closely at the qualities that make a good friend and the impact of bullying including the impact on our mental health.
  • Learning and developing respect not only towards other people but to animals and our environment and the importance of fair trade and respect for growers.

Year 3

 

  • Express our own opinions
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Participating in anti-bullying week, children look closely at how to recognise bullying and how to deal with such behaviour

Year 4

 

  • Express own opinions with reasons
  • Listening to one another and be respectful to one another during class/group/paired discussions
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying and how to deal with such behaviours

Year 5

 

  • Begin to challenge other people’s opinions respectfully, rewarding conduct and independence through the BEST awards.
  • Children are encouraged to listen to one another, be respectful to one another and respond appropriately during topical discussions via Rights Respecting work.
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the consequences involved.

Year 6

 

  • Be able to debate sensitive issues, showing appreciation for other points of view.
  • Children are encouraged to listen to one another e.g. through self and peer assessments, be respectful to one another, respond appropriately and confidently challenge opinions during topical discussions e.g. Newsround sessions
  • Taking an active role in Anti-bullying week, children know what behaviours constitute bullying, how to deal with such behaviours and the impact this can have on mental health and well-being

 

The DfE have also published Guidance about the Promotion of Fundamental British Values which the school follows.

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