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.
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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. On Wednesday 267th April, some Year 5 and Year 6 girls took Mrs Thompson's assembly. They did an assembly on sign language and taught other children how to sign. They are also running a competition! Take a look at their powerpoint and teach yourself to sign!
Year 5 have been training to be Playmakers. When they have qualified, they will be delivering sports/ games activities to other children in school. This is a leadership role which will give them a respect for themselves and others. They will develop the ability to relate well to other people's social skills and personal qualities, work successfully as a member of a team and exercise responsibility. Our role in school is to give pupils the opportunity to develop a climate within which they can grow and flourish, respect others and be respected, we also encourage children to work cooperatively. The children have been given the opportunity to plan, prepare and lead a session. In doing so, they had to think about 4 key areas;
P - Participants ( How to get people interested?) A - Area ( Is the area they are using too big/ too small?) C - Communication ( Probably the most important thing to think about and the hardest to learn!) E - Equipment ( What do they need to use for their game?) Throughout their training, children are given obstacles to overcome to enable them to deal with a wide variety of situations that may arise when leading their own session wihout adult support! Parents were invited in to learn about Online Safety. They took part in an e-safety assembly and then each year group performed for them. Class 2 performed an e-safety song. Pupils who are developing socially are able to reflect on their own contribution to society and to the world of work. As a school we are fostering a sense of community, with common, inclusive value to enable children to do so.
Class 1 presented their e-safety rap to parents. The message was strong- that we all need to take e-safety seriously as it can affect anyone. Everyone showed their cool moves and sang their message loud and clear. Well done to all who took part. Hopefully, parents learned some valuable lessons from the afternoon as well as enjoying the performances. As part of their WWII topic, Class 2 drew pictures about WWII leaders and an explanation about them.
It is important that children have an ability to use language and understand images/icons, for example, in music, art, literature which have significance and meaning in a culture. At Burnopfield Primary we, present authentic accounts of the attitudes, values and traditions of diverse cultures, addressing racism and promoting race equality. Through modelling quality relationships and interactions, the principles we wish to promote, we can encourage pupil's moral development. This gives them the confidence to act consistently in accordance with their own principles.
As part of our commitment to encourage the spiritual development of our pupil's, we promote different teaching styles which value pupil's questions and can give them space for their own thoughts, ideas and concerns. This enables pupil's to make connections between aspects of their learning, encouraging pupil's to relate their learning to a wider frame of reference. A spiritual developed pupil will have a readiness of challenge all that would constrain the human spirit. Pupils are encouraged to reflect on their own contribution to society and to the world of work. At Burnopfield Primary, we encourage the pupils to foster a sense of community, with common, inclusive values. An ability to recognise and understand their own cultural assumptions and values is provided through a variety of opportunities, for example- visits to church and by visits to school by external agencies and companies. |
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July 2017
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