What a busy day the Year 3 party leaders had.
We feel it is essential for children to take part in the democratic process. It also encourages working together co-operatively.
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We have been able to stay as a valued member of the scheme due to all the hard work going on in school promoting the rights of children and young people.
These include: Golden time and Dojo points - "I love golden time because it's fun and exciting" and " My favourite thing about school is that golden times are great!" "I like dojo because it is more interesting" SNAG (School Nutrition Action Group) - "I like school dinners better because they are not sloppy anymore!" Equipment in school- " I like how most of the equipment has improved. For example the Trim Trail has made a lot of children's playtimes better." " I like the Trim Trail as well!" " My favourite thing about school is the Trim Trail. It is very fun and makes us behave better so we can go on it for a treat." " The books are way better because there is more pages and and they look better as well" Fundraising- My favourite thing about school is all the things we do to raise money for charity, for rainbow days and the tic shop" Yr6 Prom - children are raising money and have chosen a photo booth, decorations and lights...so far! It is also held at a different venue to make it extra special. After school clubs- children asked for more clubs and were able to say which ones they wanted. E-Cadets- The children thought it was really important to make sure everyone was aware of how to stay safe onlin. E-Cadets have created videos, and scenarios to share through assemblies. Whole School Involvement- "My favourite thing about school is we get to make decisions and that we have school councillors, e-cadets and SNAG group" It was a agreed that "Children have a lot of input into a lot of things that happen at school. When children have a say about things it means that they will like them and won't have things that they don't like. Everyone will use things more as they have chosen them and the school has bought them. " The children also commented how quickly the school reacts to comments-"I like how quickly the school responds and listens." Chloe Brown- project worker for the scheme- concluded that throughout the evaluation there is many examples of how children's ideas and questions have influenced life in school. The children agreed that, " The school listen to us and they help us if anything is wrong" and "Teachers listen to us and take our ideas." We are very proud of all our children and staff in school making it a place to inspire, challenge and care. At Burnopfield, we foster a sense of community, with common, inclusive values. We encourage children to work together and give them opportunities to appreciate the rights and responsibilities of individuals within the school setting. Durham Police helping us keep safe online. Pupils who are becoming socially and morally aware are likely to be developing the ability to benefit from advice offered by those in authority or counselling roles; appreciate the rights and responsibilities of individuals within the wider social setting; an ability to think the consequences of their own and others’ actions; a commitment to personal values in areas in which are considered right by some and wrong by others
Yr 6 children have been taking part in Show Racism the Red Card workshops. They have listened to people's stories about how they have suffered because of racism and how they dealt with it. Pupils who are developing socially participate in activities relevant to the community, and understand the notion of interdependence in an increasingly complex society. As a school, we provide opportunities to promote racial, religious and other forms of equality.
Pupils also develop culturally and have an openness to new ideas and a willingness to modify cultural values in the light of experience. To develop morally, pupils are given opportunities to devopl an ability to make responsible and reasoned judgements on moral dilemmas. Not only do they develop a desire to explore their own and others’ views, but they also gain an understanding of the need to review and re-assess their values, codes and principles in the light of experience. Pupils who are developing socially participate in activities relevant to the community, and understand the notion of interdependence in an increasingly complex society. We encourage pupils to engage in the democratic process and participate in community life. In order for pupils to develop spiritually we provide opportunities that value pupils’ questions and can give them space for their own thoughts, ideas and concerns, enable pupils to make connections between aspects of their learning, encourage pupils to relate their learning to a wider frame of reference—for example, asking ‘why’, ‘how’ and ‘where’ as well as ‘what' developing their ability to show courage in defence of their beliefs.
Year 2's Golden time treat was to take part in 'Hoopstarz' A well deserved treat for them all.
Pupils who are becoming morally aware are likely to be developing the ability to a commitment to personal values in areas in which are considered right by some and wrong by others and an understanding of the need to review and re-assess their values, codes and principles in the light of experience. We encourage moral development by providing a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school and rewarding expressions of moral insights and good behaviour. Pupils who are becoming spiritually aware are likely to be developing the ability to think in terms of the ‘whole’ - for example, concepts such as harmony, interdependence, scale, perspective; and an understanding of feelings and emotions and their likely impact; a readiness of challenge all that would constrain the human spirit, for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination.
At Burnopfield Primary we encourage pupil's spiritual development by encouraging pupils to explore and develop what animates themselves and others and by developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected. Pupils who are becoming socially aware are likely to be developing the ability to · benefit from advice offered by those in authority or counselling roles; exercise responsibility; understand how societies function and are organised in structures.
In order to allow the development of these skills, we are providing opportunities for engaging in the democratic process and participating in community life. Our role at Burnopfield Primary is to create a readiness of challenge for all that would constrain the human spirit, for example, lack of self-confidence and belief. Plating team games allows children to face those challenges and overcome them. We encourage developing a climate or ethos within which all pupils can grow and flourish, respect others and be respected.
Through team games children are developing morally by; developing an ability to thinking about the consequences of their own and others’ actions; · developing a commitment to personal values in areas in which are considered right by some and wrong by other; developing a respect for others’ needs, interests and feelings, as well as their own. |
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July 2017
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