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SMSC/ Fundamental British Values

At Old Park School we recognise that the personal development of our students, spiritually, morally, socially and culturally, plays a significant role in their ability to learn and achieve. We therefore aim to provide an education that provides students with the opportunities to explore and develop:

  1. Their own values and beliefs
  2. Their own spiritual awareness
  3. Their own high standards of personal behaviour
  4. A positive, caring attitude towards other people
  5. An understanding of their social and cultural traditions
  6. An appreciation of the diversity and richness in other cultures
  7. We aim to do this through a range of formal curriculum areas but also through incidental learning on a daily basis.

 

Spiritual development: This refers to our student’s beliefs, religious or otherwise, which forms their view on life and their interests in, and respect for, different people’s feelings and values. We aim to develop this by:

  1. Giving students the opportunity to explore values and beliefs, including religious beliefs and the way in which they have an impact on the lives of others. This is done through assemblies, RE and a range of visits.
  2. Giving students the opportunity to understand the emotions and feelings of others, and the way in which they impact on people and how an understanding of them can be helpful. For example, through Circle time activities, Literacy, and PSD work.
  3. Develop a climate in which all children can grow and flourish, respect each other and be respected, for example, our School Council, Well Done assemblies, Eco group, and school sports teams.
  4. Offering our students the opportunity to appreciate the beauty and wonder of the natural environment, for example, working within our Forest School and also on our school allotment plots.

Promoting teaching styles that:

  1. Value student’s questions and curiosity and give them reflection time, for their own thoughts, ideas or concerns/worries.
  2. Enable students to make connections between different aspects of their learning.
  3. Encourage students to relate their learning to a wider frame of reference, e.g. asking why, how, where and what.

 

Moral development: this refers to a student’s understanding, attitude and behaviour to what is right and what is wrong. This is developed by:

  1. Providing a clear moral code for behaviour which is consistently adhered to and promoted, by all e.g. School Rules, Phase rules and Certificates and Behaviour Policy.
  2. Promoting racial, religious and other forms of equality, e.g. Inclusion and Equal opportunities Policy, assemblies, links with other schools and settings.
  3. Giving students the opportunity to explore and develop moral concepts and values, throughout the curriculum, e.g. RE, PSD, Literacy, assemblies, School Council and Eco group.
  4. Develop an open, safe learning environment in which all students can express their views and practice moral decision making e.g. School Council, Eco group, and Circle time.
  5. Good modelling of the principles we wish to promote e.g. fairness, integrity, respect for others, the welfare of children, the resolution of conflict, politeness. This is done through, assemblies, charity events, Well Done assemblies and our assembly themes.
  6. Recognising and respecting the different cultural groups, represented in school and our wider community. Eg; celebrating different religious festivals, RE, assembly themes.
  7. Encouraging students to take responsibility for their own actions e.g. respect for property, care of the environment, good behaviour.
  8. Providing good role models of moral standards throughout the curriculum
  9. Reinforcing the schools values through, assemblies, posters, displays etc.

 

Social development: this refers to the way in which students acquire the competencies and qualities needed to play a full and active role in our ever changing society. This is supported by:

  1. Fostering a sense of community with common, inclusive values e.g. assemblies
  2. Promoting racial, religious and other forms of equality e.g. Equal Opportunities policy, celebrating religious festivals, circle time, PSD and RE.
  3. Encouraging students to work together e.g. Sports activities, Forest School, School Council, Eco group, visits to Providers and Colleges and other integration activities.
  4. Encouraging students to recognise and respect social similarities and differences, such as where they live, different family models e.g. RE, PSD, assemblies.
  5. Providing positive corporate experiences, e.g. Themed Days, Christmas play, summer dance festival, VIVO Carol Concert and class assemblies.
  6. Helping students to develop the personal qualities, which are values in society, thoughtfulness, honesty, respect, moral principles, independence, inter-dependence, self respect and pride.
  7. Providing students with the opportunities to participate in the democratic process and participate in making whole school decisions. E.g. School Council and Eco group.
  8. Providing students with opportunities to exercise leadership responsibilities, School Council and Eco group.
  9. Welcoming members of the wider community into our school and keeping them informed of any developments. E.g. school website, invites to Summer and Christmas fayres, coffee mornings, links and events with other local schools, colleges and providers.

 

Cultural development: this is the development of our student’s understanding of beliefs, values and customs in a range of social, ethnic and national groups. This is supported by:

  1. Providing our children with the opportunities to explore their own culture
  2. Celebrating the attitudes, values and traditions of a range of cultures. E.g. RE, assemblies, celebrating festivals, Themed days.
  3. Developing partnerships with outside agencies and individuals to extend pupils cultural awareness. E.g. college visits, visits to providers, residential opportunities and links with other settings.
  4. Reinforcing the schools cultural values through displays and photographs.

 

British Day - Each of the classes had a challenge, to learn something about Britain. We all enjoyed a fish and chip dinner and a 'street party' in the afternoon!

British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 1
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 2
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 3
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 4
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 5
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 6
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 7
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 8
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 9
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 10
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 11
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 12
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 13
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 14
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 15
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 16
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 17
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 18
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 19
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 20
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 21
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 22
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 23
British Day - Each of the classes had a challenge, to learn something about Britain.  We all enjoyed a fish and chip dinner and a  'street party' in the afternoon! 24

Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes.

Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 1
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 2
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 3
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 4
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 5
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 6
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 7
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 8
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 9
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 10
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 11
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 12
Celebrating first British Astronaut into Space - Over the Christmas holiday we ran a competition to make a rocket out of Christmas boxes. 13

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