Brooklands Primary School

Brooklands Primary School Maritime Academy Trust
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British Values at Brooklands

British Values

It is ours, and every school's responsibility to promote the fundamental British values: democracy, rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

These British values are woven into every part of our  curriculum at Brooklands, and in the knowledge and skills that we teach.  

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 blocked approach to the curriculum that enables us greater depth of knowledge, 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 our School values
Values Examples of how these are developed in the school and wider curriculum
Democracy
  • 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
  • School council whose members are voted on.
  • Parent forum
  • Annual pupil, parent and staff survey 
  • At the beginning of each topic, children are asked ‘What do I know already and what do I want to learn?’ 
  • 'Getting to know you' and 'Transition' week at the beginning and end of each year – Children discuss and decide how to be effective learners together / how to create a positive learning environment for one another.
  • 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 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 playtimes- linked to P.E. lessons 3. Athletics 4. A range of extra-curricular activities
The rule of law
  • 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
  • Behaviour system used in all classrooms to manage learning behaviours 
  • Yearly police talks / emergency services visits Star of the week
  • PSHE Circle time discussions
  • Individual behaviour/management plans
  • Restorative Justice 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
  • To understand rights & responsibilities
  •  Classroom rules Citizenship strand of PSHE 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 set a personal target.
  • Offer simple ideas or opinions about real school issues. 
  • 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
    • 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: 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
  • A range of different resources are used to support the entire curriculum to help pupils understand and welcome diversity
  • Moral strand of our PSHE& RSE 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.

 

Children as Leaders

We run several projects across every school year where the children are encouraged and enabled to take the lead in running them. Projects have been: Summer Fete, Fete de la Musique, Red Nose Day, Children in Need, Maths resources shop, competitions to raise money for charities. 

British Values in RE

  • Parent/carers invited in to talk about Diwali, Ramadan
  •  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 and  understand values
  • To talk about similarities and differences between families, communities and traditions
  • Visits to different places of worship

IN EVERYTHING WE DO AT BROOKLANDS WE CAN SHOW MUTUAL RESPECT, EQUALITY, FREEDOM TO MAKE CHOICES, DEMOCRACY, TOLERANCE AND RESPONSIBILITY FOR OUR ACTIONS